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Yabancı dil öğretiminde hedef dile yönelik somut olmayan kültürel mirasın ders kitapları yoluyla aktarılmasına ve korunmasına yönelik çabalar oldukça önemlidir. Bu önemden yola çıkarak yapılan araştırmanın amacı, yabancı dil olarak Türkçe öğretiminde kullanılan farklı seviyelerdeki ders ve çalışma kitaplarını somut olmayan kültürel miras alanlarına yer verme açısından metinler, etkinlikler ve görseller bağlamında değerlendirmektir. Bu kapsamda İstanbul Yabancılar İçin Türkçe Öğretim Seti incelenmiş, nitel araştırma olarak desenlenen çalışmada doküman incelemesi yöntemi kullanılmıştır. Somut Olmayan Kültürel Mirasın Korunması Sözleşmesinde belirlenen miras alanlarını içeren bir kontrol listesi hazırlanmış, Türkçe öğretim setinin her seviyesindeki ders ve çalışma kitaplarında yer alan metinler, etkinlikler ve görseller kontrol listesinde yer alan somut olmayan kültürel miras alanlarına yer verme düzeyleri açısından değerlendirilmiş ve kontrol listesine işlenmiştir. Verilerin analizinde hem içerik analizi hem de betimsel analiz kullanılmıştır. Araştırma sonucunda temel düzey olarak kabul edilen A1 seviyesindeki ders ve çalışma kitaplarındaki metinlerin somut olmayan kültürel miras alanlarından sadece “Toplumsal Uygulamalar, Ritüeller, Şölenler” alanıyla ilgili metinler olduğu saptanmıştır. A2 düzeyindeki ders kitabında, “Sözlü Gelenekler ve Anlatımlar”, “Gösteri Sanatları” ve “Doğa ve Evrenle İlgili Bilgi ve Uygulamalar” alanlarına yönelik metinler bulunduğu ancak çalışma kitabında sadece “Sözlü Gelenekler ve Anlatımlar” alanıyla ilgili az sayıda metne yer verildiği saptanmıştır. Sonuç olarak A1 düzeyindeki kitaplarda somut olmayan kültürel miras alanlarıyla ilgili toplam 7 metin, A2 düzeyindeki kitaplarda ise 13 metin vardır. Orta düzeydeki kitaplarda ise B1 düzeyinde 11 metin, B2 düzeyinde 7 metin olduğu saptanmıştır. B1 düzeyindeki ders kitabında “Sözlü Gelenekler ve Anlatımlar”, “Toplumsal Uygulamalar, Ritüeller, Şölenler” ve “Doğa ve Evrenle İlgili Bilgi ve Uygulamalar” alanlarına yönelik metinler bulunurken, çalışma kitabında sadece “Toplumsal Uygulamalar, Ritüeller, Şölenler” alanıyla ilgili iki metnin olduğu görülmüştür. B2 düzeyindeki ders kitabında ise “Sözlü Gelenekler ve Anlatımlar”, “Gösteri Sanatları”, “Doğa ve Evrenle İlgili Bilgi ve Uygulamalar” alanlarına yönelik metinlere yer verildiği, çalışma kitabı incelendiğinde SOKÜM alanlarından sadece “Sözlü Gelenekler ve Anlatımlar” alanına yönelik metinlerin olduğu saptanmıştır. Bu sonuçlar temel ve orta seviyedeki kitaplarda somut olmayan kültürel miras alanlarıyla ilgili metin sayısının yeterli olmadığını ortaya koymuştur. Temel ve orta seviyedeki kitaplar etkinlikler açısından incelendiğinde somut olmayan kültürel mirasın tüm alanlarına yönelik etkinliklere yer verilmediği saptanmıştır. İleri seviye olarak nitelendirilen C1 ve üzeri düzey kitaplarda ise somut olmayan kültürel mirasla ilgili metin ve etkinlik sayısının diğer seviyelere göre daha fazla olduğu, özellikle ders kitabında somut olmayan kültürel mirasın tüm alanlarıyla ilgili metinlere yer verildiği saptanmıştır. Görsellere yönelik bulgular incelendiğinde, tüm düzeylerdeki kitaplarda görsellerin somut olmayan kültürel miras içeriğini destekleyecek zenginlikte olmadığı, somut olmayan kültürel mirasla ilgili daha fazla görsele yer verilmesi gerektiği tespit edilmiştir.
In the teaching of foreign languages, the efforts to transfer and preserve the non-specific cultural heritage to the target language through the curriculum books are very important. The purpose of this research is to evaluate the lessons and works of different levels used in the teaching of Turkish as a foreign language in the context of texts, events and images in terms of placing in the fields of non-specific cultural heritage. In this context, the Turkish Teaching Set for Istanbul Foreigners has been studied, the method of document examination has been used in the work designed as a quality research. A checklist containing the territories specified in the Convention for the Protection of Non-Thematic Cultural Heritage has been prepared, the texts, events and images included in the lessons and workshops at all levels of the Turkish teaching set have been evaluated and processed in the checklist in terms of the levels of entry into the non-Thematic Cultural Heritage areas. In the analysis of data, both content analysis and visual analysis were used. The research finds that the text in the A1 level lessons and workshops, which are considered to be the basic level, are only text related to the field "Social Practices, Rituals, Celebrity" from the non-specific cultural heritage areas. The A2 level curriculum contains texts for the fields "Woral Traditions and Stories", "Guster Arts" and "Nature and Universe-Related Information and Applications", but the study book has found that only a small number of texts related to the field "Woral Traditions and Stories" are included. As a result, books at A1 level have a total of 7 texts related to non-specific cultural heritage areas, and books at A2 level have 13 texts. In the middle-level books, there are 11 texts at B1 level and 7 texts at B2. The B1 level curriculum contains texts for the fields "Woral Traditions and Stories", "Social Applications, Rituals, Celebrations" and "Nature and Universe-Related Information and Applications", while the study book has only two texts related to the field "Social Applications, Rituals, Celebrations". The B2 level curriculum contains texts for the fields "Woral Traditions and Stories", "Guster Arts", "Nature and Universe-Related Information and Applications", and when the study book is studied there are only texts for the fields "Woral Traditions and Stories" from the SOKÜM fields. These findings showed that the number of texts related to non-specific cultural heritage areas in basic and medium-level books was not sufficient. Basic and medium-level books are studied in terms of activities and it is found that there are no activities aimed at all areas of non-specific cultural heritage. The C1 and above-level books, qualified as advanced levels, have found that the number of texts and activities related to non-specific cultural heritage is greater than the other levels, especially in the curriculum that the texts related to all fields of non-specific cultural heritage are included. When the findings aimed at the images were studied, it was found that in books at all levels the images were not in the wealth to support the contents of the non-specific cultural heritage, and more visual information about the non-specific cultural heritage should be placed.
In Turkish education as a foreign language, language learners need to gain cultural competence as well as linguistic competence. Therefore, efforts to transmit and preserve the cultural heritage of the target language through coursebooks are very important in foreign language education. Based on this importance, the aim of this study is to evaluate the different levels of coursebooks and workbooks used in Turkish education as a foreign language in the context of texts, activities, and visuals in terms of including intangible cultural heritage fields. In this context, the Istanbul Turkish for Foreigners CourseBook Set was examined, and the document review method was used in the study, which was designed as qualitative research. A checklist containing the heritage fields identified in the Convention for the Safeguarding of the Intangible Cultural Heritage was prepared, and the texts, activities, and visuals included in the coursebooks and workbooks at all levels of the Turkish education set were evaluated for the level of inclusion of intangible cultural heritage fields in the checklist and recorded on the checklist. Both content analysis and descriptive analysis were used for data analysis. As a result of the study, it was determined that texts in the A1 level coursebooks and workbooks, accepted as the basic level, are texts only related to the field of “Social Practices, Rituals, Festive Events” among the intangible cultural heritage fields. In the A2 level coursebook, it was determined that there were texts related to "Oral Traditions and Expressions", "Performing Arts" and "Knowledge and Practices Related to Nature and the Universe" but only a few texts related to the field of “Oral Traditions and Expressions” were included in the workbook. In conclusion, there were 7 texts in A1 level books and 13 texts in A2 level books related to the intangible cultural heritage fields. In the intermediate level books, there were 11 texts in B1 level books and 7 texts in B2 level books. In the B1 level textbook, there are texts for "Oral Traditions and Expressions", "Social Practices, Rituals, Feasts" and "Knowledge and Practices Related to Nature and Universe", while it was observed the workbook contains only two texts related to "Social Practices, Rituals, Feasts". In the textbook at B2 level, it was determined that the texts related to "Oral Traditions and Expressions", "Performing Arts", "Knowledge and Practices Related to Nature and Universe" were included, and when the workbook was examined, it was determined that there were only texts related to the "Oral Traditions and Narratives" field from SOKÜM. These results show that the number of texts related to the intangible cultural heritage fields in the basic and intermediate level books is not sufficient. When the basic and intermediate books were examined in terms of activities, it was determined that activities related to all intangible cultural heritage fields were not included. On the other hand, it was determined that the number of texts and activities related to intangible cultural heritage was higher in the C1 and higher level books, which are defined as advanced level, compared to the other levels, and especially the coursebook included the texts related to all intangible cultural heritage fields. When the findings of the visuals were examined, it was revealed that the visuals were not rich enough to support the intangible cultural heritage content and that more visuals related to the intangible cultural heritage should be included in books at all levels.
Field : Eğitim Bilimleri; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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