Abstract:

Teaching Turkish as a foreign language has gained a multidimensional field in which various methods are used together. When the materials for the mass supported with the language teaching and the methods’ the contribution level to the language learning are evaluated, gaining language skills, and boosting vocabulary are expected to provide an earning like an example to the teaching grammar. Due to the factors such as the transferring of the target language in the materials determined, the teaching of grammar, and the utility and being able to be interpreted of the words in context, the literary texts are really important to the formation of earnings mentioned. Paralleling with these important functions, in teaching Turkish as a foreign language the factors such as the determination of the text type, the phraseology, the context, the syntax, the usage of the grammar are supposed to be determined properly and within a method. It requires that the determined texts own content the mass ready for the language teaching can contact with their knowledge and experiences, can illustrate different grammars and that word and sentence structure be appropriate to the level and that the mass put their imagination into practice. In this context, carrying the traces of social and cultural texture, related with the experiences belonging to humanity, and preserving its value noticeably with the humanity’s continuation of the existence in collective unconscious, the myths named the narrations of the archaic cultures are considered as referable in composing a text. One of the traces the humanity has left behind, the myths appears as work of the cultural heritage, reflecting the memories, experiences and accretions. The myths enlightening the social, cultural structures and values are also important to be the source of the cultural values in the present. Adhering to that importance, the myths including human’s vital knowledge and emotions are prominent for the texts in teaching Turkish as a foreign language. In the report, the mentioned narrations’ contributions have been evaluated by being associated with the individuals belonging to different culture circles in the process of consolidating. It has been targeted to be obtain the outputs such as doing an activity by regarding reading-comprehending, and speaking and writing especially from the four basic skills, bridging from concrete to abstract and simple to complex, teaching the structures as grammar, using visual materials, supporting students actively in individual and group work. The applications have been presented to the learner mass about the mythical texts related to different cultures that are prepared by using visual materials and the structures targeted teaching. So, the earnings the determined level has obtained are put forth, and various inferences are presented by evaluating the contributions to teaching Turkish.

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