Abstract:

Consisting of four main chapters, this study aims to determine the functions of the meta-linguistic units and para-linguistic indicators in language teaching. The first chapter presents the theoretical framework and describes the concepts of meta-linguistic unit and para-linguistic indicators. These two concepts are analysed according to their visual (light) substance and phonic substance. This chapter also focuses on the basic characteristics that differentiate meta-linguistic units and para-linguistic indicators from the linguistic units. In the second chapter of the study, the prosodic phenomena such as stress, intonation, tone, pause, and speed, defined as meta-linguistic units and para-linguistic indicators, are analysed in terms of their functions in the development of basic language skills. In these analyses, the potential effects of these prosodic phenomena for basic language skills development are evaluated on the basis of reading, writing, listening and speaking education. In the fourth and the final chapter, with an aim to locate these meta-linguistic units and para-linguistic indicators within the process of teaching Turkish as a native language, the distribution ratios of the learning outcomes in the Turkish Language Curricula were determined for the first and second stages of the primary education. As a result of these analyses, it is concluded that learning outcomes in the Turkish Language Curricula for the first and second stages of the primary education should be revised primarily in speaking skill as well as writing, listening and reading skills by taking into account the meta-linguistic units and para-linguistic indicators. Furthermore, it is revealed that Turkish Language course books have significant deficiencies regarding educational functions of the prosodic phenomena

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