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<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="IyLWlyws_Q8rAzE0dRgcHgeUEabHfXxvgYcnups38V3AJalkFUOAn-cBLRaPRpNrePygH25ijpFiLVEp27MOlQ" /> <meta name="citation_title" content="The Place of Dictation in Teaching Turkish as a Foreign Language" /> <meta name="citation_publication_date" content="2016/01/01" /> <meta name="citation_author" content="gulden tum" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/110461589/The_Place_of_Dictation_in_Teaching_Turkish_as_a_Foreign_Language" /> <meta name="twitter:title" content="The Place of Dictation in Teaching Turkish as a Foreign Language" /> <meta name="twitter:description" content="The aim of this study to investigate the impact of dictation applied frequently as an effective method in language teaching, whether foreign learners of Turkish language become aware of phonetics of letters in their target language-Turkish," /> <meta name="twitter:image" content="https://0.academia-photos.com/1325868/28710079/26818787/s200_gulden.tum.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/110461589/The_Place_of_Dictation_in_Teaching_Turkish_as_a_Foreign_Language" /> <meta property="og:title" content="The Place of Dictation in Teaching Turkish as a Foreign Language" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="The aim of this study to investigate the impact of dictation applied frequently as an effective method in language teaching, whether foreign learners of Turkish language become aware of phonetics of letters in their target language-Turkish," /> <meta property="article:author" content="https://cukurova.academia.edu/guldentum" /> <meta name="description" content="The aim of this study to investigate the impact of dictation applied frequently as an effective method in language teaching, whether foreign learners of Turkish language become aware of phonetics of letters in their target language-Turkish," /> <title>(PDF) The Place of Dictation in Teaching Turkish as a Foreign Language</title> <link rel="canonical" href="https://www.academia.edu/110461589/The_Place_of_Dictation_in_Teaching_Turkish_as_a_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 = '134da0431e023d9bac02f83cfe3a3687faa67fca'; 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(1740504814000); window.Aedu.timeDifference = new Date().getTime() - 1740504814000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"The aim of this study to investigate the impact of dictation applied frequently as an effective method in language teaching, whether foreign learners of Turkish language become aware of phonetics of letters in their target language-Turkish, aproximate period of producing target language with no errors, and foreign learners’ opinions about dictation as well. There have been limited studies on dictation in a foreign language; however, these studies give discriptive aspects of using dictation done in native languages. Therefore, this study is considered as a contribution in this field, especially for language instructors to give a clear idea whether ten-week dictation application could improve learners’ writing skills in teaching Turkish as a foreign language. The data of this study are carried out by 19 Erasmus students taking Turkish lessons in a Turkish University in Turkey. The other point is to draw attention to corpus studies which strongly needs to shed light on the lexical issu...","author":[{"@context":"https://schema.org","@type":"Person","name":"gulden tum","url":"https://cukurova.academia.edu/guldentum"}],"contributor":[],"dateCreated":"2023-12-03","datePublished":"2016-01-01","headline":"The Place of Dictation in Teaching Turkish as a Foreign Language","image":"https://attachments.academia-assets.com/108271757/thumbnails/1.jpg","inLanguage":"tr","keywords":["Language Education","Learning and Teaching","Political Science","Linguistics","Foreign Language","TURKISH","Dictation"],"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"cukurova"}],"thumbnailUrl":"https://attachments.academia-assets.com/108271757/thumbnails/1.jpg","url":"https://www.academia.edu/110461589/The_Place_of_Dictation_in_Teaching_Turkish_as_a_Foreign_Language"}</script><style type="text/css">@media(max-width: 567px){:root{--token-mode: Rebrand;--dropshadow: 0 2px 4px 0 #22223340;--primary-brand: #0645b1;--error-dark: #b60000;--success-dark: #05b01c;--inactive-fill: #ebebee;--hover: #0c3b8d;--pressed: #082f75;--button-primary-fill-inactive: #ebebee;--button-primary-fill: #0645b1;--button-primary-text: #ffffff;--button-primary-fill-hover: #0c3b8d;--button-primary-fill-press: #082f75;--button-primary-icon: #ffffff;--button-primary-fill-inverse: #ffffff;--button-primary-text-inverse: #082f75;--button-primary-icon-inverse: 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{"work":{"id":110461589,"created_at":"2023-12-03T10:32:16.805-08:00","from_world_paper_id":244690956,"updated_at":"2025-02-23T09:48:02.080-08:00","_data":{"abstract":"The aim of this study to investigate the impact of dictation applied frequently as an effective method in language teaching, whether foreign learners of Turkish language become aware of phonetics of letters in their target language-Turkish, aproximate period of producing target language with no errors, and foreign learners’ opinions about dictation as well. There have been limited studies on dictation in a foreign language; however, these studies give discriptive aspects of using dictation done in native languages. Therefore, this study is considered as a contribution in this field, especially for language instructors to give a clear idea whether ten-week dictation application could improve learners’ writing skills in teaching Turkish as a foreign language. The data of this study are carried out by 19 Erasmus students taking Turkish lessons in a Turkish University in Turkey. The other point is to draw attention to corpus studies which strongly needs to shed light on the lexical issu...","publication_date":"2016,,"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"tr","title":"The Place of Dictation in Teaching Turkish as a Foreign Language","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [1325868]; 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.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</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":108271757,"attachmentType":"pdf"}"><img alt="First page of “The Place of Dictation in Teaching Turkish as a Foreign Language”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/108271757/mini_magick20231203-1-owjlq3.png?1701628444" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.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">The Place of Dictation in Teaching Turkish as a 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="1325868" href="https://cukurova.academia.edu/guldentum"><img alt="Profile image of gulden tum" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/1325868/28710079/26818787/s65_gulden.tum.jpg" />gulden tum</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2016</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">12 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 110461589; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=110461589"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">The aim of this study to investigate the impact of dictation applied frequently as an effective method in language teaching, whether foreign learners of Turkish language become aware of phonetics of letters in their target language-Turkish, aproximate period of producing target language with no errors, and foreign learners’ opinions about dictation as well. There have been limited studies on dictation in a foreign language; however, these studies give discriptive aspects of using dictation done in native languages. Therefore, this study is considered as a contribution in this field, especially for language instructors to give a clear idea whether ten-week dictation application could improve learners’ writing skills in teaching Turkish as a foreign language. The data of this study are carried out by 19 Erasmus students taking Turkish lessons in a Turkish University in Turkey. The other point is to draw attention to corpus studies which strongly needs to shed light on the lexical issu...</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":108271757,"attachmentType":"pdf","workUrl":"https://www.academia.edu/110461589/The_Place_of_Dictation_in_Teaching_Turkish_as_a_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":108271757,"attachmentType":"pdf","workUrl":"https://www.academia.edu/110461589/The_Place_of_Dictation_in_Teaching_Turkish_as_a_Foreign_Language"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-premium-marketing"></div></div><div class="ds-signup-banner ds-signup-banner-premium-marketing"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="premium-banner-content"><div class="left"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><span>Get access to the world's latest research</span></div><div class="right"><div class="card free"><div class="header">Free</div><div class="feature-list"><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Download one paper at a time</span></div><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Save papers to bookmarks</span></div><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Basic search</span></div></div><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--small ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"premium-banner-desktop-free"}">Sign up for free</button></div><div class="card premium"><div class="pill">Recommended</div><div class="header premium">Premium</div><div class="feature-list"><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Get highly curated PDF packages</span></div><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Track your impact with Mentions</span></div><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Access advanced search filters</span></div><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Support Academia’s mission</span></div><div class="feature"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">check</span><span>Create your personal website</span></div></div><button class="ds2-5-button ds2-5-button--small ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"premium-banner-desktop-upgrade","submitText":"Try Premium for $1"}">Try Premium for $1</button></div></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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There have been limited studies on dictation in a foreign language; however, these studies give discriptive aspects of using dictation done in native languages. Therefore, this study is considered as a contribution in this field, especially for language instructors to give a clear idea whether ten-week dictation application could improve learners' writing skills in teaching Turkish as a foreign language. The data of this study are carried out by 19 Erasmus students taking Turkish lessons in a Turkish University in Turkey. The other point is to draw attention to corpus studies which strongly needs to shed light on the lexical issues. The results indicate that learners in multinational calsses dramatically start correcting their written morphological mistakes within seven weeks. Keywords: Teaching Turkish as a foreign language, dictation, writing skills, Erasmus ÖZ: Bu çalışmanın amacı yabancı dil öğretim alanında sıkça başvurulan diktenin, öğrencilerin hedef dildeki yazma becerilerine etkisinin yanı sıra öğrencilerin hedef dildeki sesleri daha iyi tanıyıp tanımadıkları, yazım yanlışlarından arınmış bir dili kullanma süreleri ve onların derste uygulanan dikte ile ilgili görüşlerini araştırmaktır. Yabancı dil olarak Türkçe öğretimi alanında öğrencilere yazma becerisinin dikte yöntemiyle geliştirilebileceği konusu üzerine sınırlı çalışma vardır ve bu çalışmalar betimsel düzeyde kalmıştır ve doğrudan dikte uygulamasının süresiyle ilgili çalışmaya rastlanmamıştır. Çalışmanın verilerini Türkiye'de Türkçe dersleri alan 19 Erasmus öğrencileriyle yapılan 10 haftalık dikte çalışması oluşturmaktadır. Bu çalışmanın sonunda çok uluslu sınıflarda kullanılan dikte yönteminin öğrencilerin sesbirimsel ve yazımsal öğeleri yazarken başarı gösterdikleri bulunmuştur. Anahtar Sözcükler: Türkçenin yabancı dil olarak öğretimi, dikte yöntemi, yazma becerisi, Erasmus</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":"The Place of Dictation in Teaching Turkish as a Foreign Language /\nYabancı Dil Olarak Türkçenin Öğretiminde Diktenin Yeri","attachmentId":54530247,"attachmentType":"pdf","work_url":"https://www.academia.edu/34670717/The_Place_of_Dictation_in_Teaching_Turkish_as_a_Foreign_Language_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7enin_%C3%96%C4%9Fretiminde_Diktenin_Yeri","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/34670717/The_Place_of_Dictation_in_Teaching_Turkish_as_a_Foreign_Language_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7enin_%C3%96%C4%9Fretiminde_Diktenin_Yeri"><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="122295687" 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/122295687/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0J%C4%B0TAL_S%C3%96ZL%C3%9CKLER_DIGITAL_DICTIONARY_IN_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE DİJİTAL SÖZLÜKLER DIGITAL DICTIONARY 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="22280055" href="https://independent.academia.edu/yunussenyigit">yunus Şenyiğit</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Yabancı Dil Olarak "Dijital Türkçe" Öğretimi, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">Dijital sözlükler günümüzde yabancı dil öğrenicilerinin başucu kaynakları sayılabilecek niteliktedir. Akıllı cihazlarda kolayca taşınabilen ve çoğunlukla herhangi bir ücret ödemeksizin kullanılabilen dijital sözlüklerle ilgili öğrenci ve öğretmenlerin genellikle olumlu bir tutum takındıkları görülmektedir. Bununla birlikte bu sözlüklerden nasıl daha verimli yararlanılacağı konusunda hem öğrenicilerde hem de öğretmenlerde bilgi eksikliği vardır. Dijital sözlükleri etkin kullanabilmek için öncelikle, öğrenicinin dil seviyesi ve dili öğrenme amacı tespit edilmelidir. Bu tespit doğrultusunda sözlükler, genel nitelikleri, öğrenciye sunduğu imkanlar, kullanışlılığı, kapsamı, açıklamaların öğrenci seviyesine uygunluğu, örneklerin yeterli ve doğal metinlerden seçilmiş olması, eş anlamlılık, zıt anlamlılık, deyim, kalıp ifade ve atasözleriyle ilgili bilgileri verip vermediği, kelimenin telaffuzunun gösterilip gösterilmediği, seslendirilen kelimeyle öğrenicinin kendi sesini karşılaştırma imkanı verip vermediği, sık kullanılanlara ya da değişik adlarla özel listelere eklenen kelimelerin ezberlenmesiyle ilgili etkinlikler içerip içermediği gibi hususlar göz önünde bulundurularak incelenmeli ve bu inceleme sonucunda seçilen sözlüğü kullanmaya yönelik ödevlendirmelerle, ders içi ve ders dışı etkinliklerle öğrenicinin sözlük kullanması yönlendirilmelidir. Bu çalışmada çok ayrıntıya girilmeden ilk olarak yabancı dil öğretiminde sözlüğün yeri, sözlük türleri, öğretmen ve öğrencilerin sözlük algıları, dijital sözlüklerin taşıması gereken nitelikler ve sözlüklerden yararlanma önerileri üzerinde durulmuş; sonra da tek dilli dijital sözlüklerden 5, çeviri uygulamalarından 5 ve dijital sözlüklerden 4 tanesi, kullanıcı yorumları ve sözlüklerin genel nitelikleri dikkate alınarak incelenmiş, öğretmen ve öğrencilere yol göstermeye çalışılmıştır.</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 DİJİTAL SÖZLÜKLER DIGITAL DICTIONARY IN TEACHING TURKISH AS A FOREIGN LANGUAGE","attachmentId":116991096,"attachmentType":"pdf","work_url":"https://www.academia.edu/122295687/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0J%C4%B0TAL_S%C3%96ZL%C3%9CKLER_DIGITAL_DICTIONARY_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/122295687/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0J%C4%B0TAL_S%C3%96ZL%C3%9CKLER_DIGITAL_DICTIONARY_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="2" data-entity-id="53109888" 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/53109888/Teaching_Turkish_as_a_Foreign_Language_and_Problems_Encountered">Teaching Turkish as a Foreign Language and Problems Encountered</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="422865" href="https://ankara.academia.edu/Canankarababa">Canan karababa</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 2009</p><p class="ds-related-work--abstract ds2-5-body-sm">Currently, Turkish courses as a foreign language are provided by the schools, the language schools subject to universities, or the language schools subject to private institutions through different levels of course curricula. The study covers the problems encountered in the teaching of Turkish as a foreign language and the considerations of the teaching staff of this field. The study is a qualitative study. The data analysis is carried out via semi-structured interviews. The participants of the study comprise the teaching staff that is experienced in the teaching of Turkish as a foreign language for a period of 10 years at least. The voluntary teaching staff is employed both in two schools subject to universities and a private school subject to the Ministry of Education. The problems encountered in the teaching of Turkish as a foreign language are identified under the light of the teaching staff's voluntary considerations. On account of the occasion that the teaching of Turkish as a foreign language does not have a long history, there are few investigations regarding the education programs and the students' needs. Therefore, it is necessary that multi-aspect identifications in regard to the teaching of Turkish as a foreign language and its problems in addition to the relevant studies be carried out. Ultimately, this study dwells on the problems encountered in the teaching of Turkish as a foreign language in terms of education programs, education environments and the students. Following the identification of the problems, they are expounded and some resolutions as to these problems are put forward.</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":"Teaching Turkish as a Foreign Language and Problems Encountered","attachmentId":70051134,"attachmentType":"pdf","work_url":"https://www.academia.edu/53109888/Teaching_Turkish_as_a_Foreign_Language_and_Problems_Encountered","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/53109888/Teaching_Turkish_as_a_Foreign_Language_and_Problems_Encountered"><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="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="4" data-entity-id="85084325" 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/85084325/An_Important_Subject_In_Teaching_Turkish_As_A_Foreign_Language_The_Rich_Semantics_Of_Turkish_Language_Abstract_Foreign_students_studying_Turkish_at_the_Turkish_and_Foreign_Language">An Important Subject In Teaching Turkish As A Foreign Language: The Rich Semantics Of Turkish Language Abstract Foreign students studying Turkish at the Turkish and 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="111392157" href="https://independent.academia.edu/CihadDemir">Cihad Demir</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2018</p><p class="ds-related-work--abstract ds2-5-body-sm">Foreign students studying Turkish at the Turkish and Foreign Language Research and Application Center (TÖMER) can meet their language needs with A1, A2, B1, B2, C1, C2 classes and can express themselves easily, but they cannot communicate with Turkish people in the desired level. Since the communication for the message given in the transmitterreceiver-message-channel items is the ability of the subject and the culture of that country in this ambiance, the most important part of the knowledge of the language is the part of culture. The most important part of the knowledge of the language is the part of culture. However, the coherence of linguistic knowledge also brings important examples for the associations of naturalists and contractarians. In order for foreign students to communicate with Turkish people on an advanced level, they need to be able to understand the characters, words and texts that are loaded in the context of semantics. This study was carried out in order to enable ...</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":"An Important Subject In Teaching Turkish As A Foreign Language: The Rich Semantics Of Turkish Language Abstract Foreign students studying Turkish at the Turkish and Foreign Language","attachmentId":89895320,"attachmentType":"pdf","work_url":"https://www.academia.edu/85084325/An_Important_Subject_In_Teaching_Turkish_As_A_Foreign_Language_The_Rich_Semantics_Of_Turkish_Language_Abstract_Foreign_students_studying_Turkish_at_the_Turkish_and_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/85084325/An_Important_Subject_In_Teaching_Turkish_As_A_Foreign_Language_The_Rich_Semantics_Of_Turkish_Language_Abstract_Foreign_students_studying_Turkish_at_the_Turkish_and_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="5" data-entity-id="80765722" 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/80765722/Use_of_Suggestopedia_in_Turkish_Teaching_as_Foreign_Language">Use of Suggestopedia in Turkish Teaching as 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="15888500" href="https://gop.academia.edu/ademi%C5%9Fcan">adem işcan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Turkish Studies, 2010</p><p class="ds-related-work--abstract ds2-5-body-sm">Suggestopedia (telkin yöntemi), Bulgar psikoterapist Georgi Lozanov tarafından geliştirilen bir öğretim yöntemidir. Pek çok alanda tercih edilen bu yöntem genellikle yabancı dil öğretimi alanında kullanılmaktadır. Lozanov, dil öğretiminde bu yöntemi kullanan bir öğretmenin öğrencilerinin, geleneksel öğretim yöntemleriyle dil öğrenen öğrencilere göre yaklaşık 3-5 kat daha hızlı öğrenebileceklerini iddia eder. Bu makalede, suggestopedia (telkin yöntemi) ve bu yöntemin yabancılara Türkçe öğretiminde kullanımıyla ilgili bilgiler verilmektedir.</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":"Use of Suggestopedia in Turkish Teaching as Foreign Language","attachmentId":87038467,"attachmentType":"pdf","work_url":"https://www.academia.edu/80765722/Use_of_Suggestopedia_in_Turkish_Teaching_as_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/80765722/Use_of_Suggestopedia_in_Turkish_Teaching_as_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="111922921" 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/111922921/Correction_Mark_in_the_Teaching_of_Turkish_as_a_Foreign_Language">Correction Mark in the Teaching 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="2755888" href="https://saatchiart.academia.edu/SinemG%C3%96NENKAYACAN">Sinem GÖNEN KAYACAN</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Ondokuz Mayis University Journal of Education Faculty</p><p class="ds-related-work--abstract ds2-5-body-sm">Increasing demand for Turkish language learning in our country and around the world has led to the production of course materials in this field. But when the materials that teach Turkish to foreigners are scanned, it seems that the standard way in teaching is not followed, and some important issues are not focused. In this study, the subject of correction mark in Turkish teaching was discussed. A correction mark is used to distinguish words that are written the same but have different meanings and if it is not used, there is confusion in the meaning of words. In Turkish language teaching course materials, the way this mark is given to foreigners is searched and how it is taught is examined. Content analysis, a qualitative research method, was used in the study. New Hittite, Gazi, Seven Climate, Istanbul Turkish teaching sets for foreigners have been determined. As a result, it was observed that this mark was ignored in some of the Turkish teaching sets studied, never used, in some, ...</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":"Correction Mark in the Teaching of Turkish as a Foreign Language","attachmentId":109314863,"attachmentType":"pdf","work_url":"https://www.academia.edu/111922921/Correction_Mark_in_the_Teaching_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/111922921/Correction_Mark_in_the_Teaching_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="7" data-entity-id="42807672" 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/42807672/The_Suggestions_of_Dictionaries_That_Can_Be_Used_for_Teaching_Turkish_as_a_Foreign_Language_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Kullan%C4%B1labilecek_S%C3%B6zl%C3%BCk_%C3%96nerileri">The Suggestions of Dictionaries That Can Be Used for Teaching Turkish as a Foreign Language Yabancı Dil Olarak Türkçe Öğretiminde Kullanılabilecek Sözlük Önerileri</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="73305669" href="https://nevsehir.academia.edu/LokmanTanr%C4%B1kulu">Lokman Tanrıkulu</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Turkish continues to exist as the 5th largest language in the world with the number of approximately 250 million speeches today. When political and social reasons are added to this situation, Turkish not only attracts the attention of foreigners but also increases the number of speakers every day. People who teach and learn our language also need to use dictionaries in teaching Turkish as a foreign language. Dictionaries are chests that hide the written vocabulary of a language.These chests should be opened and the richness of the words should be brought together with people who learn and teach that language. To learn a foreign language, a dictionary of that language is absolutely needed.The dictionaries to be used in the teaching of Turkish also play an important role in making these treasures useful to people. People who learn Turkish as a foreign language have the right to learn Turkish in the most accurate form and to work with dictionaries prepared for them. It is determined that the dictionaries prepared for teaching Turkish to foreigners in the source, area and general network scans are limited. Such a large language needs more qualified, comprehensive and functional dictionaries. This need is not possible to be eliminated at a time, but people working in the field should at least create awareness. For this purpose, ten dictionaries were selected from among the hundreds of dictionaries examined, selected for teachers teaching Turkish and learning students. Information and visuals related to the dictionaries examined were reached and a brief description of the dictionaries was given in the light of the data obtained. It is thought that the studies will contribute to Turkish teachers and Turkish learners. ÖZET Türkçe, günümüzde yaklaşık 250 milyon konuşur sayısıyla dünyada 5. büyük dil olarak varlığını sürdürmektedir. Bu duruma siyasal ve sosyal sebepler de eklendiğinde Türkçe; Yabancıların ilgisini çekmekle kalmayıp her geçen gün konuşur sayısını da arttırmaktadır. Dilimizi öğrenen ve öğreten insanların da yabancı dil olarak Türkçe öğretimi çalışmalarında sözlük kullanımına ihtiyaçları vardır. Sözlükler, bir dilin yazıya dökülmüş kelime hazinesini saklayan sandıklardır. Bu sandıkların açılarak içindeki kelime zenginliğinin o dili öğrenen ve öğreten insanlarla buluşturulması gerekmektedir. Yabancı bir dili öğrenmek için o dilin sözlüğüne mutlaka ihtiyaç duyulur. Türkçenin öğretiminde kullanılacak sözlükler de bu hazinelerin insanlara faydalı olması noktasında önemli bir görev üstlenmektedirler. Yabancı dil olarak Türkçe öğrenen insanların ise Türkçeyi en doğru şekliyle öğrenmeye, kendileri için hazırlanmış sözlüklerle çalışmaya hakları vardır. Yapılan kaynak, alan ve genel ağ taramalarında yabancılara Türkçe öğretimi için hazırlanmış sözlüklerimizin sınırlı olduğu tespit edilmiştir. Böylesine büyük bir dilin çok daha nitelikli, kapsamlı ve işlevsel sözlüklere ihtiyacı vardır. Bu ihtiyacın bir anda giderilmesi mümkün değildir ama sahada çalışan insanlarda en azından farkındalık oluşturmak gerekir. Bu amaçla, incelenen yüzlerce sözlük arasından on adet sözlük, Türkçe öğreten öğretmenler ve öğrenen öğrenciler için seçilmiştir. Çalışmada bu sözlüklerle ilgili görsellere ve temel bilgilere ulaşılarak, elde edilen veriler ışığında sözlüklerin kısa tanıtımlarına yer verilmiştir. Yapılan çalışmaların Türkçe öğretici ve öğrenicilerine katkı sağlayabileceği düşünülmektedir.</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":"The Suggestions of Dictionaries That Can Be Used for Teaching Turkish as a Foreign Language Yabancı Dil Olarak Türkçe Öğretiminde Kullanılabilecek Sözlük Önerileri","attachmentId":63036996,"attachmentType":"pdf","work_url":"https://www.academia.edu/42807672/The_Suggestions_of_Dictionaries_That_Can_Be_Used_for_Teaching_Turkish_as_a_Foreign_Language_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Kullan%C4%B1labilecek_S%C3%B6zl%C3%BCk_%C3%96nerileri","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/42807672/The_Suggestions_of_Dictionaries_That_Can_Be_Used_for_Teaching_Turkish_as_a_Foreign_Language_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Kullan%C4%B1labilecek_S%C3%B6zl%C3%BCk_%C3%96nerileri"><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="44253131" 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/44253131/International_Journal_of_Language_Academy_OPINIONS_OF_TURKISH_INSTRUCTORS_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE_ABOUT_METHODS_OF_TEACHING_TURKISH_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi_E%C4%9Fitmenlerinin_T%C3%BCrk%C3%A7e">International Journal of Language Academy OPINIONS OF TURKISH INSTRUCTORS TEACHING TURKISH AS A FOREIGN LANGUAGE ABOUT METHODS OF TEACHING TURKISH Yabancı Dil Olarak Türkçe Öğretimi Eğitmenlerinin Türkçe</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="113013106" href="https://adiyaman.academia.edu/%C4%B0Doyum%C4%9Fa%C3%A7">İbrahim Doyumğaç</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Yabancı Dil Olarak Türkçe Öğretimi Eğitmenlerinin Türkçe Öğretim Yöntemleri Hakkındaki Görüşleri, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">The purpose of this research is to determine the opinions of Turkish instructors, who teach Turkish as a foreign language, about Turkish teaching methods. The research is based on phenomenological design, one of qualitative research patterns. Within the context of this design, qualitative research techniques like "semi-structured interviews and semi-structured observations" were employed. Six questions were asked at first and a few more questions were added depending on the explanations in the interviews. While the research universe consisted of all Turkish instructors as foreign language teachers, the sample in the study was composed of 4 instructors teaching Turkish to the foreigners in Harran University TÖMER. The research is limited to the opinions of 4 instructors as it is phenomenological. 2 of these instructors are female; 2 of them are male. Regarding the aim of the research, the sample is appropriate as group case study while the sample of the research is easy accessible. Interviewees were coded like GR-1, GR-2, GR-3, GR-4 and the observations were coded like GZ-1, GZ-2, GZ-3 and GZ-4. The data obtained from the voice recordings with interviewers and observations were analyzed and joint themes were drawn. These themes are explained point by point. As a result of the research, the instructors stated that the teaching of Turkish as a foreign language is different than teaching Turkish as a mother language. However, it was observed that Turkish language course as a foreign language is taught in the same way Turkish language courses are taught for natives of this language. In addition, it has been concluded that the most difficult parts of teaching Turkish language to the foreigners are writing grammar and skill. The instructors stated that this could be due to the fact that Turkish language belongs to a different language family.</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":"International Journal of Language Academy OPINIONS OF TURKISH INSTRUCTORS TEACHING TURKISH AS A FOREIGN LANGUAGE ABOUT METHODS OF TEACHING TURKISH Yabancı Dil Olarak Türkçe Öğretimi Eğitmenlerinin Türkçe","attachmentId":64626383,"attachmentType":"pdf","work_url":"https://www.academia.edu/44253131/International_Journal_of_Language_Academy_OPINIONS_OF_TURKISH_INSTRUCTORS_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE_ABOUT_METHODS_OF_TEACHING_TURKISH_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi_E%C4%9Fitmenlerinin_T%C3%BCrk%C3%A7e","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/44253131/International_Journal_of_Language_Academy_OPINIONS_OF_TURKISH_INSTRUCTORS_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE_ABOUT_METHODS_OF_TEACHING_TURKISH_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi_E%C4%9Fitmenlerinin_T%C3%BCrk%C3%A7e"><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="127302901" 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/127302901/Lexical_Approach_in_Teaching_Turkish_as_a_Foreign_Language_The_Implementation_of_the_Verb_Al_">Lexical Approach in Teaching Turkish as a Foreign Language: The Implementation of the Verb "Al-"</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="926630" href="https://koofbe.academia.edu/B%C3%9CmitBozkurt">B. Ümit Bozkurt</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2024</p><p class="ds-related-work--abstract ds2-5-body-sm">This study, conducted within the lexical approach paradigm, examines the influence of context and corpus-based instructional practices on enhancing lexical proficiency. The research specifically focuses on the instruction of the polysemous verb "al-" (to take/get). The quantitative aspect of the study was designed using a pretest-posttest matched control group; 21 students at the B1-B2 level constituted the experimental group, while 20 students comprised the control group. In the qualitative aspect, interview and error analysis techniques were used; the qualitative results were used to elaborate the quantitative results. A retention test was conducted for the experimental group nine weeks after the post-test. Interview data were analyzed through inductive qualitative analysis, while activity booklets were examined through error analysis. The findings indicated that the lexical approach for the instruction of the polysemous verb 'al-' was effective in enhancing student achievement. The results of the achievement test showed that the mean scores of the experimental group on the post-test were higher than those of the control group in literal, connotative, figurative, and idiomatic meaning sub-dimensions, and this difference was statistically significant. According to the error analysis, the students showed a decreasing trend in the number of errors made in linguistic units containing the verb "al-" throughout the process. The results of the interviews support the positive outcomes of the implementation. It has been concluded that instructional practices prepared within the lexical approach are effective in enhancing vocabulary proficiency.</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":"Lexical Approach in Teaching Turkish as a Foreign Language: The Implementation of the Verb \"Al-\"","attachmentId":121055355,"attachmentType":"pdf","work_url":"https://www.academia.edu/127302901/Lexical_Approach_in_Teaching_Turkish_as_a_Foreign_Language_The_Implementation_of_the_Verb_Al_","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/127302901/Lexical_Approach_in_Teaching_Turkish_as_a_Foreign_Language_The_Implementation_of_the_Verb_Al_"><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":108271757,"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":108271757,"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_108271757" 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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