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Bu çalışma, öğreticilere göre yabancı dil olarak Türkçe öğretiminde kültürün yeri ve işlevlerini tespit etmek amacıyla hazırlanmıştır. Nitel araştırma desenlerinden fenomonolojik araştırma yöntemi kullanılarak 12 gönüllü öğretici ile görüşmeler gerçekleştirilmiştir. Elde edilen veriler ise içerik analizine tabi tutularak temalar oluşturulmuştur. Bu doğrultuda toplanan veriler üç tema altında analiz edilmiştir. Öğreticilerin kültürün yeri ve işlevlerine ait görüşleri, kültürün öğrenme-öğretme süreçlerine etkileri ve öğreticilerin eğitim ortamında hedef kültüre yönelik yararlandıkları kültürel unsurlara yönelik temalara göre bulgular analiz edilmiştir. Öğreticiler, dil ve kültür kavramlarının ediniminin ve bu kavramların varlığının birbiriyle doğrudan ilişkili olduğunu, dilin kültürün taşıyıcı konumunda olduğunu ve bu nedenle dil öğretiminde kültürden yararlanılması gerektiğini savunmuşlardır. Buna ek olarak bireylerin hedef dilin toplumuna uyum sağlayabilmeleri için de kültür tanıtılması ve dil öğretiminde yararlanılması gereken bir kavramdır. Aynı zamanda kültür sayesinde hedef dilin özellikleri (semantik, morfolojik, sentaktik, fonolojik) daha anlaşılır hâle gelmektedir. Üst düzey bilişsel ve duyuşsal becerilerin gelişmesi ve dil öğretiminde verimliliğin artırılması açısından da kültür önemli bir kavramdır. Öğreticiler eğitim temel bileşenlerini mutlaka kültürle ilişkilendirerek dil öğretiminde kültürden yararlanmaktadır. Özellikle temel dil becerilerinin icrasında, beden dilinin kullanımında, söz varlığı çalışmalarında kültür, dil öğretimini desteklediği düşünülmektedir. Bunula beraber öğreticiler broşür, ders kitabı materyalleri, film, video, görseller tiyatro ve drama gibi kültürel unsurlardan yoğun olarak yararlandıklarını ifade etmişlerdir.
This study was prepared in order to identify the place and functions of the culture in the teaching of Turkish as a foreign language according to teachers. Interviews were conducted with 12 volunteer teachers using the phenomonological research method from the quality research patterns. The data obtained are subject to content analysis. The data collected in this direction have been analyzed under three topics. The views of teachers on the location and function of the culture, the effects of the culture on the learning and teaching processes and the findings were analyzed based on the themes of the cultural elements that teachers benefit from towards the target culture in the educational environment. Teachers have argued that the acquisition of language and cultural concepts and the existence of these concepts are directly related to each other, that the language is in the carrier position of culture and therefore the culture should be used in language teaching. In addition, it is a concept that should be used in the promotion of culture and language teaching in order for individuals to be able to adapt to the community of the target language. At the same time, thanks to culture, the characteristics of the target language (semantic, morphological, synthetic, phonological) become more understandable. Culture is also an important concept in terms of the development of higher levels of cognitive and sensory skills and the increase in efficiency in language teaching. Teachers benefit from the culture in language teaching by necessarily linking their basic components to culture. Especially in the implementation of basic language skills, in the use of body language, in the study of word existence, culture, language teaching is considered to be supported. In addition, teachers have expressed that they have profited intensely of cultural elements such as brochures, textbooks, films, videos, images, theater and drama.
This study was prepared to determine the place and functions of culture in teaching Turkish as a foreign language considering the teachers. Using the phenomenological research method, one of the qualitative research designs, interviews were conducted with 12 volunteer teachers. The data obtained were subjected to content analysis, and themes were created. The data collected in this direction were analyzed under three themes. The findings were analyzed according to the teachers' views on the place and functions of culture, the effects of culture on the learning-teaching processes, and the cultural elements that the instructors use for the target culture in the educational environment. The teachers argued that the acquisition of language and culture concepts and the existence of these concepts are directly related to each other, that language is the carrier of culture, and therefore culture should be used in language teaching. In addition, it is a concept that should be used in language teaching and the introduction of culture so that individuals can adapt to the society of the target language. At the same time, thanks to culture, the characteristics of the target language (semantic, morphological, syntactic, phonological) become more understandable. Culture is also crucial in developing high-level cognitive and affective skills and increasing efficiency in language teaching. At the same time, it was stated by the instructors that there were difficulties in understanding and explaining depending on the differences between the target culture and the source cultures. It is thought to support culture and language teaching, especially in performing basic language skills, body language, and vocabulary studies. In addition, the instructors stated that they extensively used cultural
Alan : Eğitim Bilimleri; Filoloji
Dergi Türü : Uluslararası
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