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Yabancılara Türkçe öğretiminde sözcük öğretimi üzerinde dikkatle durulması gereken konuların başında gelmektedir. Bu sorunun temel kaynaklarından biri sözcüklerin nasıl öğretildiği meselesidir. Sözcük öğretiminde faydalanılan pek çok öğretim yöntemi bulunmaktadır. Geleneksel sözcük öğretim yöntemlerinin yanı sıra günümüzde yeni öğretim yöntem ve tekniklerinden yararlanılmaktadır. Bağlam temelli sözcük öğretim yöntemi üst düzey düşünme becerilerini gerektiren ve sözcük öğretiminde bilinçli veyahut bilinçsiz şekilde pek çok birey tarafından kullanılan bir yöntemdir. Bu çalışmanın amacı, yabancılara Türkçe öğretirken kullanılan ders kitaplarındaki okuma metinlerinde bağlam temelli sözcük öğretim yöntemine ne ölçüde başvurulduğunu belirlemektir. Bu çalışmada yöntem olarak doküman analizi modeli kullanılmıştır. Bu doğrultuda yabancı dil olarak Türkçe öğretimi kitaplarından İstanbul B1 ve B2 ile Yeni Hitit B1 ve B2 seviyesindeki ders kitaplarının okuma metinleri ve okuma metinlerinde bağlam temelli sözcük öğretim yönteminin kullanım sıklığı incelenmiştir. İnceleme sonucunda kitaplarda yer alan konu başlıkları kategorize edilmiş ve toplanan verilerin analizinde bağlam temelli sözcük öğretim yöntemine başvurulma sayısına göre frekans ve yüzdelerden yararlanılmıştır. Çalışmanın sonuçları, Yeni Hitit yabancılara Türkçe öğretim kitaplarının İstanbul kitaplarına göre daha fazla okuma metni ve bağlam temelli sözcük öğretim yöntemi yer alan etkinlik içerdiğini göstermiştir. Ayrıca incelenen kitapların sözcük öğretirken bağlam temelli sözcük öğretim yönteminden yararlanma konusunda etkinliklerin, örneklerin sayısı ve nitelikleri bakımından yetersiz kaldığını ortaya koymuştur.
Foreigners are the topics that need to be carefully focused on language teaching in Turkish teaching. One of the main sources of this problem is the question of how words are taught. There are many methods of teaching that are used in the language teaching. In addition to traditional word teaching methods, new teaching methods and techniques are being used today. Context-based word teaching method is a method that requires high-level thinking skills and is used by many individuals consciously or unconsciously in word teaching. The aim of this study is to determine how much the context-based word-based teaching method is applied in the reading texts in the curriculum books used when teaching Turkish to foreigners. In this study, a document analysis model was used as a method. In this direction, the use of the context-based word-based teaching method in the reading texts and reading texts of the Istanbul B1 and B2 and New Hits B1 and B2 levels of the Turkish teaching books as a foreign language has been studied. According to the review, the subjects contained in the books were categorized and the analysis of the collected data was used by frequency and percentage according to the number of applications to the context-based word teaching method. The results of the study showed that New Hitits foreigners Turkish teaching books contain more reading text and context-based word teaching methods than Istanbul books. He also found that the activities, examples and qualities in the use of the context-based word-based teaching method while teaching the word were not sufficient.
Vocabulary teaching in teaching Turkish as foreign language is the most important one of the points to be considered carefully. The question of how to teach vocabulary is one of the main sources of this problem. There are lots of vocabulary teaching methods. Along with the traditional methods, new teaching techniques and methods are used today. Contextual vocabulary teaching method is a method that needs high-order thinking skills and that is used by lots of individuals consciously or unconsciously. The aim of this study is determining to what extend the reading passages of the books used in teaching Turkish as foreign language use contextual vocabulary teaching method. Document analysis was used as method in this study. In this direction, the reading texts of “Istanbul B1 and B2”, “Yeni Hitit B1 and B2” level teaching Turkish as foreign language books and the frequency of the use of contextual vocabulary teaching method in these reading texts were examined. In the analysis of data collection, topics of the books were categorized and according to the number of the use of the technique, frequencies and percentages were taken advantaged. The results of the study presented that, Yeni Hitit books have more reading passages and activities including contextual vocabulary teaching method. In addition, in terms of the number and qualification of the activities and examples, the books examined in the study are insufficient to use of contextual vocabulary teaching method while teaching vocabulary.
Journal Type : Uluslararası
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