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Bu araştırmada, düzeylere göre (A1-A2, A2-B1 ve B1-B2) hazırlanmış, Türkçenin yabancı dil olarak öğretiminde kullanılan okuma kitaplarındaki basit zamanlar, birleşik çekimler ve ek fiilin kullanım sıklıkları ve öğretim etkinliklerinin türü incelenmiş, bunların düzeylere uygunluğu belirlenmeye çalışılmıştır. Araştırmaya veri toplamak için Yunus Emre Enstitüsünce hazırlanmış üç okuma kitabı seçilmiştir. İncelenecek kitaplar, rastlantısal örnekleme yoluyla belirlenmiş ve bunların içerik analizi yapılmıştır. İçerik analizi yapılırken 2 alan uzmanınca hazırlanmış 3 ana başlık ve 31 alt başlıktan oluşturulan çekimli eylem belirtke tablosu kullanılmıştır. Bu tablodaki başlıklar Maxqda nitel veri analiz programına kodlanmış; basit zamanlar, birleşik çekimler ve ek fiillerin kitaplarda geçme sıklığı belirlenmiştir. Daha sonra bu kitaplarda kullanılan etkinliklerin türleri belirlenmiş ve etkinliklerin sıklıkları hesaplanmıştır. Buna göre, okuma kitaplarında basit zaman ve birleşik çekimler en çok B1-B2 ve A1-A2; en az ise A2-B1 düzeyi; ek eylemler ise en çok A2-B1, B1-B2; en az ise A1-A2 düzeyi okuma kitaplarında geçmektedir. Okuma kitaplarında en çok kullanılan etkinlik türlerinin eşleştirme, sıralama (kontrollü yazma), boşluk doldurma, doğru kelimeyi seçme, doğru-yanlış soruları olduğu bulgulanmıştır. En az kullanılan etkinlik türleri ise çoktan seçmeli, var-yok soruları ve gönderim sorusudur. Etkinlikler daha çok bilgi-kavrama düzeyini ölçmeye yöneliktir. Sonuç olarak Türkçenin yabancı dil olarak öğretimi amacıyla hazırlanan ders kitapları, okuma kitapları ve etkinliklerin, düzeylere uygun dilbilgisel yapıları ve etkinlik türlerini barındırması gerekmektedir. Dil öğretim materyallerinin öğrencilerin dil düzeylerine uygun hazırlanması daha verimli bir öğretim sürecini de beraberinde getirecektir.
In this study, the simple times in the reading books used in the teaching of Turkish as a foreign language, prepared according to levels (A1-A2, A2-B1 and B1-B2) and the frequency of use and type of teaching activities of the additional facts were studied, attempted to determine their conformity to the levels. Three reading books prepared by the Yunus Order Institute for the collection of data for the research were selected. The books to be reviewed were determined by random sampling and their content was analyzed. During the content analysis, 2 field experts prepared 3 main titles and 31 subtitles created drawing action sign tables were used. The titles in this table are encoded into the Quality Data Analysis Program in Maxq; simple times, combined drawings and the frequency of passing of additional facts in books are determined. The types of activities used in these books are then determined and the frequency of activities is calculated. Accordingly, simple time and combined drawings in reading books are most B1-B2 and A1-A2; at least the level of A2-B1; the additional actions are most A2-B1, B1-B2; at least the level of A1-A2 in reading books. The most commonly used types of activities in reading books have been found to be matching, ranking (controled writing), filling emptiness, choosing the right word, correct and wrong questions. The least used types of activity are already selected, there are no questions and submission questions. The activities are more aimed at measuring the level of information-cover. As a result, the curriculum books, reading books and events prepared for the purpose of teaching Turkish as a foreign language must accommodate language structures and activities that correspond to the levels. The preparation of language teaching materials in accordance with the language levels of students will also bring to a more efficient teaching process.
In this study, the frequency of use of simple tenses, compound conjugations and substantive verbs in the reading books used in teaching Turkish as a foreign language, prepared according to levels (A1-A2, A2-B1 and B1-B2) and the type of teaching activities were examined, and their suitability to the levels was tried to be determined. Three reading books prepared by Yunus Emre Institute were selected to collect data for the study. The books to be examined were determined by random sampling and their content analysis was made. While analyzing the content, a finite verb signal table consisting of 3 main titles and 31 subtitles prepared by 2 field experts was used. The headings in this table are coded into the Maxqda qualitative analysis program; the frequency of simple tenses, compound conjugations and substantive verbs in the books has been determined. Then, the types of activities used in these books were described and the frequencies of the activities were calculated. According to this, simple tenses and compound conjugations are mostly used at B1-B2 and A1-A2 levels; at least used at the level of A2-B1; substantive verbs are mostly used at A2-B1, B1-B2 level; they are least used in A1-A2 level reading books. It has been found that the most commonly used activity types in reading books are matching, sorting (controlled writing), filling in the gap, choosing the right word, and true-false questions. The least used activity types are multiple choice, yes-no questions and submission questions. Activities are mostly aimed at measuring the level of knowledge-comprehension. As a result, the textbooks, reading books and activities prepared for the purpose of teaching Turkish as a foreign language should contain grammatical structures and activity types appropriate to the levels. The preparation of language teaching materials in accordance with the language levels of the students will bring a more efficient teaching process.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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