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Gör Dr. Elif ERMAĞAN § § § ÖZET Konuşma kılavuzları, bir dili hiç bilmeyen ya da yeni öğrenmeye başlayanlar için günlük dile ait sık kullanılan konuşma örnekleri sunarak kişiyi o dile hazırlar. Bunun yanında hedef dile yönelik öğrenici açısından motive edici bir işlev de yüklenmektedir. Kendi kendine Türkçe öğrenme kitapları kategorisinde değerlendirilmelerinin yanında sınıf içi kullanıma yönelik hazırlanan ders kitaplarıyla birlikte yardımcı materyal olarak da kullanabilme özelliğine sahiptir. Yabancı dil olarak Türkçe öğretimi alanında yazılmış bu kılavuz kitaplar incelendiğinde genellikle öğrenicilerin kaynak dilleri temel alınarak iki dilli olarak hazırlandığı ve bir ölçütün olmadığı tespit edilmiştir. Diğer taraftan yabancı dil olarak Türkçe öğretiminde başlangıç seviyesinde bu kitaplardan faydalanılmadığı, bu kitapların kullanımının göz ardı edildiği sadece ülkeye kısa süreli ziyarette bulunacaklar için bir rehber niteliğinde düşünüldüğü gözlemlenmiştir. Buradan yola çıkılarak Almanca-Türkçe iki dilli olarak 21. yüzyılda hazırlanmış üç kitap, dil, biçim özelliği ve içindekiler, hedef kitle, dil bilgisi, sözlük ve indeks, hedef kültür aktarımı açısından karşılaştırmalı olarak incelenmiştir. Burada amaç, konuşma kılavuzlarının hazırlanmasında hangi ölçütlerin dikkate alınabileceğine dair fikirler sunmaktır. Bu çalışmada, doküman analizi yöntemi kullanılarak, veri kaynağı olarak seçilen kitaplardan veriler elde edilmiştir. Betimsel analiz tekniğiyle de elde edilen veriler çözümlenip değerlendirilmiştir. Araştırmada, elde edilen verilere göre incelenen kitapların büyük çoğunluğunun ortak bir ölçüt dikkate alınmadan hazırlanmasından kaynaklı farklılıklar içerdiği sonucuna ulaşılmıştır. Ayrıca günlük konuşma dilini kazandırmak amaçlandığı için bu noktada incelenen kitaplar benzerlik oluştursa da diğer ölçütler açısından farklılıklar içerdiği tespit edilmiştir.</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 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="1" data-entity-id="44805738" 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/44805738/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_DUYGU_DURUMLARINI_YANSITAN_KALIP_%C4%B0FADELER">TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNDE DUYGU DURUMLARINI YANSITAN KALIP İFADELER</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="82127629" href="https://gazi.academia.edu/%C5%9Feydaye%C5%9Filyurt">şeyda yeşilyurt</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":"TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNDE DUYGU DURUMLARINI YANSITAN KALIP İFADELER","attachmentId":65303920,"attachmentType":"pdf","work_url":"https://www.academia.edu/44805738/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_DUYGU_DURUMLARINI_YANSITAN_KALIP_%C4%B0FADELER","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/44805738/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_DUYGU_DURUMLARINI_YANSITAN_KALIP_%C4%B0FADELER"><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="44829073" 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/44829073/YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KAR%C5%9EILA%C5%9EILAN_SORUNLAR">YABANCILARA TÜRKÇE ÖĞRETİMİNDE KARŞILAŞILAN SORUNLAR</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="111814584" href="https://yildiz.academia.edu/Mehmet%C3%96nderKARACAO%C4%9ELU">Dr. Mehmet Önder KARACAOĞLU</a></div><p class="ds-related-work--metadata ds2-5-body-xs">DÜNYA DİLİ TÜRKÇE, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Globalizing world and changing conditions have accelerated learning Turkish as a foreign language. There is a big increase in the number of people learning Turkish as a foreign language. When the historical process is examined, many works from written by Kaşgarlı Mahmut in 1072 Divan-u Lûgat-it Türk to Codex Cumenicus, from Hilyet’ül Lisan to Et-Tuhfetü’z Zekiye fi’l-Lügat’i-t Türkiyye, contain various teaching methods for teaching Turkish to non-Turks. As the supply-demand situation in this area increases, the situation, problems and quality of the teaching process have become more discussed. It is evaluated that field studies will be carried out in a more qualified manner by determining the problems encountered in Teaching Turkish to Foreigners, and that Teaching Turkish to Foreigners will become more efficient with review studies. This research aims to determine the field experiences of the instructors working in the field of Teaching Turkish to Foreigners / Teaching Turkish as a Foreign Language. Electronic interview form prepared by Google Forms was used as data collection method within the scope of the research. The "Problems Encountered in Teaching Turkish to Foreigners" was analyzed in the light of the data obtained from the trainers via electronic interview form. In our study, one of the problems encountered in Teaching Turkish to Foreigners, "Inadequacies in terms of course teaching equipment" were discussed. Research and provinces in different regions of Turkey from 11 different institutions / universities who served 42 tutorial opinions were collected electronically. The research was carried out by case study, one of the qualitative research methods, and the data collected from the trainers via electronic interview form were analyzed by content analysis, one of the qualitative research methods. The obtained results and the opinions of the trainers were supported by graphics. The demographic information of the teachers participating in the study and the course materials they used in the teaching process were tabulated and classified. 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href="https://asiatravel365.academia.edu/G%C3%B6khan%C3%87etinkaya">Gökhan Çetinkaya</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":"TÜRK SOYLU ÖĞRENCİLERİN YABANCI DİL OLARAK TÜRKÇE ÖĞRENİRKEN KARŞILAŞTIKLARI SORUNLAR.pdf","attachmentId":53207632,"attachmentType":"pdf","work_url":"https://www.academia.edu/33112059/T%C3%9CRK_SOYLU_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9EREN%C4%B0RKEN_KAR%C5%9EILA%C5%9ETIKLARI_SORUNLAR_pdf","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/33112059/T%C3%9CRK_SOYLU_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9EREN%C4%B0RKEN_KAR%C5%9EILA%C5%9ETIKLARI_SORUNLAR_pdf"><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="45013698" 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/45013698/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_D%C4%B0LB%C4%B0LG%C4%B0S%C4%B0_%C3%96%C4%9ERET%C4%B0M%C4%B0">YABANCI DİL OLARAK TÜRKÇE DİLBİLGİSİ 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="4766052" href="https://ege.academia.edu/EsraGuven">Esra Guven</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="28958255" href="https://independent.academia.edu/CerenBerber%C3%96zmen">Ceren Berber Özmen</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2016</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 DİLBİLGİSİ ÖĞRETİMİ","attachmentId":65560388,"attachmentType":"pdf","work_url":"https://www.academia.edu/45013698/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_D%C4%B0LB%C4%B0LG%C4%B0S%C4%B0_%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/45013698/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_D%C4%B0LB%C4%B0LG%C4%B0S%C4%B0_%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="5" data-entity-id="20579660" 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/20579660/YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_DAN_H%C3%82L_EK%C4%B0N%C4%B0N_%C3%96%C4%9EREN%C4%B0M%C4%B0NDE_VE_%C3%96%C4%9ERET%C4%B0LMES%C4%B0NDE_KAR%C5%9EILA%C5%9EILAN_G%C3%9C%C3%87L%C3%9CKLER">YABANCILARA TÜRKÇE ÖĞRETİMİNDE +DAN HÂL EKİNİN ÖĞRENİMİNDE VE ÖĞRETİLMESİNDE KARŞILAŞILAN GÜÇLÜKLER</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="41928525" href="https://independent.academia.edu/GedikSadi">Sadi Gedik</a></div><p class="ds-related-work--abstract ds2-5-body-sm">By considering from real, As Herakleitos said,"The only thing which doesn't change is change's own." With fast changing technology,society on earth,began to close each other much more and interact among of them increases day by day. Along with it,we see that Societies' needs which are mutually concretize.As parallel to these needs, the necessity of learning foreign language which is main element among societies appears.In last years, Foreigners' learning Turkish demands increase fast. Along with rising demands,at many subject,diffuculties are encountered. Being teached the state addings,is one of the diffuculties which are encountered in education of Turkish as foreign language. In sentence,The state addings enable between nouns and verbs' contact. With this contact set, state addings correspond to each meaning which will appear. "+DAn" state adding is one of the state addings which include this function in it. In the teaching of the "+DAn"state adding, being referred to namings which are mentioned such as "Going out","Leaving","Breaking off" explain the only function of "+DAn" state adding. While this situation causes troubles among the Turkish students, In that foreign students, the situation is more serious.The research's goal is enabling fourty verbs which needs to "+DAn" state adding in sentence, to twenty two foreign students who took Turkish adequateness certificate in C1 level of Kahramanmaraş Sütçü İmam University , in using this adding and catching on meaning which it gives and by detecting mistakes which they do and in this direction ,presenting advise.</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 +DAN HÂL EKİNİN ÖĞRENİMİNDE VE ÖĞRETİLMESİNDE KARŞILAŞILAN GÜÇLÜKLER","attachmentId":41448072,"attachmentType":"pdf","work_url":"https://www.academia.edu/20579660/YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_DAN_H%C3%82L_EK%C4%B0N%C4%B0N_%C3%96%C4%9EREN%C4%B0M%C4%B0NDE_VE_%C3%96%C4%9ERET%C4%B0LMES%C4%B0NDE_KAR%C5%9EILA%C5%9EILAN_G%C3%9C%C3%87L%C3%9CKLER","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/20579660/YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_DAN_H%C3%82L_EK%C4%B0N%C4%B0N_%C3%96%C4%9EREN%C4%B0M%C4%B0NDE_VE_%C3%96%C4%9ERET%C4%B0LMES%C4%B0NDE_KAR%C5%9EILA%C5%9EILAN_G%C3%9C%C3%87L%C3%9CKLER"><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="11844312" 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/11844312/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M_S%C3%9CREC%C4%B0NDE_S%C3%96ZEL_D%C3%9CZELTME_GER%C4%B0B%C4%B0LD%C4%B0R%C4%B0MLER%C4%B0_%C3%96%C4%9ERETMEN_VE_%C3%96%C4%9ERENC%C4%B0_YE%C4%9ELEY%C4%B0%C5%9ELER%C4%B0">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİM SÜRECİNDE SÖZEL DÜZELTME GERİBİLDİRİMLERİ: ÖĞRETMEN VE ÖĞRENCİ YEĞLEYİŞLERİ</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="32464454" href="https://gantep.academia.edu/Erg%C3%BCnHamzaday%C4%B1">Ergün Hamzadayı</a><span>, </span><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, öğrencilerin sözel iletişim sürecinde yaptıkları yanlışlara yönelik düzeltme geribildirimi alma, öte yandan öğretmenlerin de düzeltme geribildirimi verme tercihlerini karşılaştırmalı olarak incelemektir. Çalışmada, araştırma yöntemlerinden sormaca tekniği kullanılmıştır. Araştırmanın çalışma grubunda Gaziantep Üniversitesi, Niğde Üniversitesi, Ankara Üniversitesi ve 19 Mayıs Üniversitesi TÖMER’de 2014-2015 öğretim yılında B1, B2 ve C1 düzeyinde öğrenimlerini sürdüren 96 öğrenci ve yabancı dil olarak Türkçe öğreten 65 öğretim elemanı yer almıştır. Öğrencilerin sözel iletişim sürecinde yaptıkları yanlışlara yönelik düzeltme geribildirimi alma ve öğretmenlerin de süreçte düzeltme geribildirimi verme tercihleri için Fukuda (2003) tarafından geliştirilen 24 maddelik 5’li Likert tipi bir sormaca Türkçeye uyarlanarak kullanılmıştır. Sormacada yer alan maddelerin zorluk düzeyi ve anlaşılabilirliği için on öğrenci ve on öğretmen üzerinde ön uygulama yapılıp geçerliliği test edilmiştir. Yapılan ön uygulama sonucunda sormacada yer alan maddelerin güçlük düzeyinin hedef gruba uygun ve anlaşılabilir olduğu saptanmıştır. Öte yandan sormacanın güvenirliğini test etmek için aynı gruba aynı form ikinci defa uygulanmış ve maddelere %90 oranında aynı yanıtların verildiği tespit edilmiştir. Sormacada yer alan sorulara verilen yanıtlara 1 ile 5 arasında puan verilmiştir. Merkezi eğilimin belirlenmesi için ortalamalar alınmıştır. Veriler, frekans ve yüzdelikler olarak analiz edilmiştir. Elde edilen verilere göre, öğrenci ve öğretmenler konuşma yanlışlarının düzeltilmesine tamamen katılmakta ve öğrenciler düzeltmenin her zaman yapılmasını, öğretmenler ise genellikle yapılmasını yeğlemektedir. Ayrıca, öğrenci ve öğretmenler konuşma yanlışının öğretmenler en çok düzeltme sorusu biçimini yeğlemektedir. Son olarak, öğrenci ve öğretmenler konuşma yanlışlarının anadili Türkçe olan öğretmenler tarafından düzeltilmesini yeğlemektedir konuşma bittikten sonra ve dinleyicinin anlamasını engelleyen önemli konuşma yanlışlarının düzeltilmesini yeğlemektedir. Düzeltme sürecinde kullanılan stratejiler bakımından hem öğrenciler hem de</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 ÖĞRETİM SÜRECİNDE SÖZEL DÜZELTME GERİBİLDİRİMLERİ: ÖĞRETMEN VE ÖĞRENCİ YEĞLEYİŞLERİ","attachmentId":37242532,"attachmentType":"pdf","work_url":"https://www.academia.edu/11844312/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M_S%C3%9CREC%C4%B0NDE_S%C3%96ZEL_D%C3%9CZELTME_GER%C4%B0B%C4%B0LD%C4%B0R%C4%B0MLER%C4%B0_%C3%96%C4%9ERETMEN_VE_%C3%96%C4%9ERENC%C4%B0_YE%C4%9ELEY%C4%B0%C5%9ELER%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/11844312/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M_S%C3%9CREC%C4%B0NDE_S%C3%96ZEL_D%C3%9CZELTME_GER%C4%B0B%C4%B0LD%C4%B0R%C4%B0MLER%C4%B0_%C3%96%C4%9ERETMEN_VE_%C3%96%C4%9ERENC%C4%B0_YE%C4%9ELEY%C4%B0%C5%9ELER%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="82332223" 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/82332223/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0_A%C3%87ISINDAN_K%C3%9CLT%C3%9CR_OKURYAZARLI%C4%9EI">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ AÇISINDAN KÜLTÜR OKURYAZARLIĞI</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="87217480" href="https://independent.academia.edu/nigark%C3%B6%C3%A7er">nigar köçer</a></div><p class="ds-related-work--metadata ds2-5-body-xs">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ AÇISINDAN KÜLTÜR OKURYAZARLIĞI, 2022</p><p class="ds-related-work--abstract ds2-5-body-sm">Bu araştırmanın amacı, C1 seviyesinde ders kitaplarındaki okuma metinleriyle birlikte verilen görsellerden yola çıkılarak mevcut materyalin, öğrenicinin kültür okuryazarlığına katkısını değerlendirmektir. Bunun için metinlerin üstyapısına ait tür, tip, ton görünümleri, metindilbilimsel yöntemle incelenmiş, metinlerdeki kültürel göstergeler tespit edilerek düz anlam, yan anlam bağlamında göstergebilimsel çözümleme yapılmıştır. Bu metinler, Diller için Avrupa Ortak Öneriler Çerçevesi (2020) metninde belirtilen C1 okuma yeterlilikleri ve içerdikleri kültür öğelerinin sunumu açısından değerlendirilmiştir. Yabancılara Türkçe Öğretim Programlarında dil seviyelerine (A1-C2) göre standart bir dil, kültür öğretimi programının olmaması, dil öğretim merkezlerinin kendi öğretim programlarını, materyallerini geliştirmeyi zorunlu kılmıştır. Mevcut ders materyallerinin hedef dili, kültürü aktarma başarısı öğretim, öğrenim verimliliğini sağlamamaktadır. Bu araştırmada Yabancılara Türkçe öğretiminde kültür aktarımına öncelik veren üniversitelerde, okutulan "Yeni İstanbul Uluslararası Öğrenciler İçin Türkçe C1 (2021)" adlı ders kitabı incelenmiştir. Nitel araştırma yöntemlerinden durum araştırması desenine göre yapılandırılmıştır. Veriler göstergebilimsel analizin dikkati çektiği kültürel göstergeleri düz anlam, yan anlam ilişkisiyle, metindilbilimin üstyapısına ait tür, tip ve ton değerlendirmelerine göre tablolaştırılmıştır.</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 AÇISINDAN KÜLTÜR OKURYAZARLIĞI","attachmentId":88075099,"attachmentType":"pdf","work_url":"https://www.academia.edu/82332223/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0_A%C3%87ISINDAN_K%C3%9CLT%C3%9CR_OKURYAZARLI%C4%9EI","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/82332223/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0_A%C3%87ISINDAN_K%C3%9CLT%C3%9CR_OKURYAZARLI%C4%9EI"><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="26892457" 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/26892457/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_%C4%B0RANLILARA_B%C4%B0RDEN_FAZLA_%C3%87OK_%C3%87ATILI_F%C4%B0%C4%B0LER%C4%B0N_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KAR%C5%9EILA%C5%9EILAN_SORUNLAR">YABANCI DİL OLARAK TÜRKÇE ÖĞRENEN İRANLILARA BİRDEN FAZLA (ÇOK) ÇATILI FİİLERİN ÖĞRETİMİNDE KARŞILAŞILAN SORUNLAR</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">Günümüzde sadece Türkiye’de değil dünyanın pek çok ülkesinde de çeşitli kurum ve kuruluşlar vasıtasıyla yabancı dil olarak Türkçe öğretimi yapılmaktadır. Türkçenin yabancı dil olarak rağbet gördüğü bölgelerden biri Ortadoğu olup şüphesiz bu bölgede, Türk diline ilginin en yüksek olduğu ülke ise İran’dır. Komşuluk ilişkilerimizin oldukça gelişmiş olduğu İran’da, uzun yıllardan beri çeşitli müesseseler eliyle Türkiye Türkçesi öğretimi yapılmakta olup her yıl binlerle ifade edilebilecek sayıda İranlı Türkçe öğrenmektedir. 2015 Aralık-2016 Mart döneminde sadece Yunus Emre Enstitüsü Tahran Türk Kültür Merkezinde 530 kişi Türkçe öğrenmiştir. Bu kurumun 5 yılda yaklaşık 5000 kişiye Türkçe öğrettiği göz önüne alındığında Türkçeye olan ilgi anlaşılabilir. Her ne kadar Türkçe-Farsça tarihî süreç içerisinde birbirini kelime, cümle, deyim, atasözü ve dil bilgisi bakımından etkilemiş olsa da Ural-Altay dil ailesine mensup Türkçe ile Hint-Avrupa dil ailesine mensup Farsça arasında özellikle dil bilgisel açıdan büyük farklılık bulunmaktadır. Bu çerçevede, yabancı dil olarak Türkiye Türkçesi öğrenen İranlıların dil bilgisi öğrenirken güçlük çektiği alanlardan biri Türkçedeki “Fiil Çatısı” konusudur. İlave olarak birçok çatı ekini almış (oku-t-tur-ul-mak) bir fiilin manasının, yabancı dil olarak Türkçe öğrenen İranlı bir hedef kitle tarafından anlaşılması oldukça zor olmakta ve çoğu zaman İranlı hedef kitle birden çok çatılı fiilleri kullanamamaktadır. Hedef kitle tarafından yapılması muhtemel hataların önceden bilinmesi öğreticinin tedbir almasını ve öğretim sürecini daha iyi planlamasını sağlayacaktır. Bu bağlamda, yapılan bu çalışmada yabancı dil olarak Türkçe öğrenen İranlılara birden fazla (çok) çatılı fiillerin öğretiminde yaşanan sorunlar ve sebepleri ele alınmış, bu sorunları aşmak adına çözüm önerileri 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":"YABANCI DİL OLARAK TÜRKÇE ÖĞRENEN İRANLILARA BİRDEN FAZLA (ÇOK) ÇATILI FİİLERİN ÖĞRETİMİNDE KARŞILAŞILAN SORUNLAR","attachmentId":47156789,"attachmentType":"pdf","work_url":"https://www.academia.edu/26892457/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_%C4%B0RANLILARA_B%C4%B0RDEN_FAZLA_%C3%87OK_%C3%87ATILI_F%C4%B0%C4%B0LER%C4%B0N_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KAR%C5%9EILA%C5%9EILAN_SORUNLAR","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/26892457/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_%C4%B0RANLILARA_B%C4%B0RDEN_FAZLA_%C3%87OK_%C3%87ATILI_F%C4%B0%C4%B0LER%C4%B0N_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KAR%C5%9EILA%C5%9EILAN_SORUNLAR"><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="41690698" 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/41690698/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0">TÜRKÇENİN YABANCI DİL OLARAK 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="98003623" href="https://alparslan.academia.edu/bayramarici">Bayram ARICI</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Nobel Akademi, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Türkçenin Yabancı Dil Olarak Öğretiminde Öğretim Teknolojileri ve Materyal Tasarımı</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":"TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİ","attachmentId":61847926,"attachmentType":"pdf","work_url":"https://www.academia.edu/41690698/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%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/41690698/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%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></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":61625058,"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":61625058,"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_61625058" 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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