Abstract:

In this study, two different grammar books prepared in 1834 and 1862 in order to teach Turkish to the French as a foreign language in the 19th century are compared. There are some differences as well as similarities in these grammar books prepared by Hindoğlu in 1834 and by Mallouf in 1862. In both books, the topics are presented with the grammar translation method, and grammatical topics such as tenses, relative suffixes, case suffixes are presented in French and Turkish translations, inflected according to the subjects, detached from the context. The inclusion of daily language expressions, dialogues and reading texts consisting of letters in Mallouf's book is proof of the adoption of a communicative and functional method in foreign language teaching. When these two works were compared in terms of teaching grammar subjects, it was seen that the subjects were given in the same order. In Mallouf's book, words are more dense and more associated with everyday language use. In these works, which were compared according to Cunningsworth's textbook evaluation scale, some items such as pronunciation files were not taken into consideration when considered according to the conditions of the period. In the teaching of grammar subjects, a teaching method that guides memorization without any leveling or gradual processing is utilized. In this study, qualitative document analysis research method is used.

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