Özet:

Turkish is one of the most ancient languages of the world, which hasa deep-rooleted history and has been used as a spoken and written language for centuries in many parts of the world. The history of teaching Turkish as a foreign language goes back to ancient times, albeit for different reasons than today. Kaşgarlı Mahmut’s “Dîvânu Lugati’t-Türk” and Ali Şîr Nevâyî’s “Muhakemetü’l-Lugateyn”are some of the works written to teach Turkish as a foreign language. In ırder to learn a language, it is necessary to learn the cultural elements of that language. Using the culture in Anatolia in the teaching of Turkısh as a foreign language will both enable the promotion of our culture in the world and prepare the ground fort he teaching of Turkish within the framework of cultural elements.Many methods have been used in language teaching. Today, the use of different tecniques and methods has provided convenience and diversity in language teaching.Teaching certain rules of a language with poems as a foreign language is one of the new approaches used today. Yunus Emre is an Anatolian scholar who emphasizes human love and affection in his poems. He not only contributed to the development of the Turkish language with his hymns, but also revealed in his poems the messages aimed at the coexistence of humanity within the framework of common values with the understanding of mysticism he founded on love. In this context, his poems naturally constitute an important source in teaching Turkish as a foreign language. In the study some of Yunus Emre’s poems were translated into today’s Turkish based on –Mustafa Tatcı’s- “Yunus Emre Dîvânı”and a gramer study suitable for A2 and B1 levels of teaching Turkish as a foreign language was conducted.Thus, it was possible to introduce Yunus Emre and the cultural elements and values in his poems to international students, and the teaching of poetry and grammar rules was applied as a fun and different tecnique in teaching Turkish as a foreign language.

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