Abstract:

The use of original teaching materials that reflect the various characteristics of the language in foreign language teaching is an important element. In this regard, the use of unrecalled or unreplicated written texts for teaching purposes is also important. It can be predicted that from the written kinds that are widely used in the teaching of foreign languages since the twentieth century, stories will also benefit in the teaching of Turkish as a foreign language. In this study, the contribution to the development of the reading and writing skills indicated that the story can be used as an additional teaching material to the curriculum used in Turkish teaching to foreigners is questioned. In order to a test aimed at developing reading and writing skills with the story, quantitative research methods have been used by the experimental model of the real experimental model of the pre-test-final test control group. Before the analysis process, the experiments and control groups were asked to read the story of Sait Faik Abasıyanık, and to answer the questions in the Reading and Writing Form prepared by the researcher. After the experimental application by the researcher with 4 different stories in the experiment group, the two groups were asked to read the story they read in the preliminary test again and answer the form questions. The data obtained in the pre-test and final test were analyzed using the IMB SPSS 21 data analysis program. Analysis finds that students in the experimental group have better reading and writing skills than students in the control group. As a result, the study has statistically proven that the story can be used as an additional teaching material in improving the reading and writing skills of students at B2 level. Keywords: English teaching as a foreign language, teaching material, story, reading and writing skills.

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Abstract:

Abstract: The use of original teaching materials that reflect the various characteristics of language in foreign language teaching is an important issue. For this purpose, it is also important to use literary types that are not summarized or simplified. It is obvious that the stories used extensively in foreign language teaching in the twentieth century will benefit the teaching of Turkish as a foreign language. This study examines the contribution of story to reading and writing skills defined as integrated skills in teaching Turkish to foreigners, in addition to the coursebook. To make inferences for improving reading and writing skills through story, we used the pretest/posttest control group design of the true trial model of the quantitative research method. Prior to the empiric process, pilot and control groups were asked to read Sait Faik Abasıyanık's story Silk Handkerchief and to answer questions prepared by the researcher on Reading Comprehension and Writing Form. After the experimental application was carried out with four different stories in the pilot group, both groups were asked to read the same story and to answer the questions on form again. The datum obtained in pretest and posttest were analyzed through the IMB SPSS 21 data analysis program. The analysis results showed that students’ reading and writing skills in the pilot group were more improved compared to the students in the control group. In conclusion, it was statistically proven that story could be used as an additional teaching material in improving reading and writing skills. Keywords: Teaching Turkish as a foreign language, teaching material, story, reading and writing skills.