Bir hedef dilin iletişim aracı olarak kullanılmasının önündeki engellerden biri de telaffuz sorunlarıdır. Yabancılara Türkçe eğitiminde telaffuz eğitimine ne kadar ve nasıl yer verilmesi gerektiği sorularına cevap arayan bu yazıda “konuşma”, “boğumlama”, “telaffuz”, “diksiyon” kavramlarının anlamları incelenmiş, literatür taraması yöntemi kullanılarak yabancı dil öğretiminde telaffuz eğitimi ile ilgili bir bakış geliştirilmeye çalışılmıştır. Yabancılara Türkçe öğretmek için hazırlanan ders kitaplarında telaffuz eğitiminin nasıl ve ne kadar yer aldığıyla ilgili bir çerçeve çizmek üzere, “Gazi Yabancılar İçin Türkçe / A1 Temel Düzey”, “Yedi İklim Türkçe A1 Seviye Ders Kitabı” ve “İstanbul / Yabancılar İçin Türkçe” adlı ders kitapları yanında Ankara Üniversitesi Tömer tarafından hazırlanan “Yabancı Dil Olarak Türkçe Öğretim Programı”, incelenmiştir. Telaffuz eğitiminin dil öğretim yaklaşımlarındaki yeri saptanmaya çalışılmış, telaffuz eğitimi için kullanılabilecek stratejiler ve uygulanabilecek etkinlikler öneriler getirilmiş, yabancılara Türkçe öğretiminde telaffuz eğitiminin A1 düzeyinden itibaren süreç içinde tekrarlanan ve birbirini tamamlayan etkinlikler halinde müfredatla bütünleşik olarak verilmesi gerektiği sonucuna ulaşılmıştır.
One of the obstacles to the use of a target language as a means of communication is the issue of expression. In this article seeking answers to the questions how much and how to place the expression education in Turkish education; the meanings of the concepts of "speaking", "telaffuz", "diction" have been studied, the literary scan method has been used to try to develop a view on the expression education in foreign language teaching. To draw a framework on how and how the expression training is included in the curriculum books prepared to teach foreigners, "Turkish / A1 Basic Level for Gaza Foreigners", "Seven Climate Turkish A1 Level Curriculum" and "Turkish for Istanbul / Foreigners" curriculum books, along with the "Turkish Teaching Program as a Foreign Language" prepared by Ankara University Tömer, has been studied. To determine the place of speaking education in language teaching approaches, strategies and activities that can be used for speaking education have been suggested, and the conclusion has been achieved that foreigners in Turkish teaching speaking education from level A1 should be given integrated with the program in the process repeated and complementary activities.
One of the barriers for using a target language as a communicative tool is that issues of pronunciation. The meaning of the concepts of speech, articulation, pronunciation, diction was examined, in this article, which aims to answer the questions of how and how much to give place to pronunciation training in Turkish education for foreigners, and it has been tried to develop an overview of pronunciation education in foreign language teaching by using the literature survey method. In order to draw a frame on how and how much training of pronunciation is take place in the textbooks prepared for teaching Turkish for foreigners; “Gazi, Turkish for Foreigners / A1 Basic Level”, and “Yedi İklim Turkish A1 Level Course Book”, and ”Istanbul / Turkish for Foreigners“, and “Turkish Curriculum as a Foreign Language” prepared by Ankara University, were examined. It has been tried to determine the role of pronunciation education in language teaching approaches, and recommendations have been made for strategies that can be used for pronunciation education and activities that can be applied. İt has been concluded that the pronunciation education in Turkish teaching for foreigners should be taken from the A1 level and repeated within the process and integrated with the curriculum.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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