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Yabancı bir dilin öğretiminde okuma, yazma, dinleme ve konuşma olmak üzere dört temel becerinin ediniminden bahsetmek mümkündür. Bireylerin bu becerileri kullanabilme yetkinliklerine göre Avrupa Ortak Çerçeve Metni kapsamında dil edinme seviyeleri belirlenir. Diğer taraftan dil öğrenmenin temel amacı o dilde iletişim kurabilmektir. Dil öğrenen bireyler, kişisel ve sosyal hayatlarında hedef dili kullanarak kendilerini ifade edebilmek ve o dilde etkileşimde bulunmak istemektedirler. Bu amaçla temel dil becerilerinin iletişimsel düzeyde kullanılabilmesi dil öğrenmenin ve öğretmenin gerekliliklerindendir. Dil öğretiminde kullanılan birçok geleneksel metodun aksine iletişimsel dil yaklaşımı öğrencilerin ders etkinliklerine etkin katılımını gerektiren enteraktif bir ortam sunmaktadır. Öğrenci merkezli, hedef dilde etkileşimde bulunmanın temel alındığı söz konusu öğretim yaklaşımı ile öğrencilerin dilin kavramsal bilgilerine erişmenin ötesinde dili kullanabilme yetisine sahip olmaları amaçlanmaktadır. Bu çalışmanın amacı yabancılara Türkçe öğretiminde en çok kullanılan kaynak kitaplardan birisi olan İstanbul seti A1 ders kitabında iletişimsel yaklaşımın kullanımının kitaptaki etkinlikler doğrultusunda incelenmesidir. Bu araştırmada dil öğretiminin aynı zamanda kültür öğretimi olduğu ve kültür aktarımının ancak iletişim kanalları yoluyla yapılabildiği gerçeğinden yola çıkarak İstanbul serisi A1 ders kitabı, genel çerçevede kültürel unsurlara yer vermesi bağlamında incelenmiştir. Ayrıca; kitapta yer alan etkinliklerde iletişimsel yaklaşımın kullanımı tartışılmış ve bu becerilerin kullanımının önemi ve dil öğrenmeye etkisi incelenmiştir. Çalışmada; yazma ve konuşma metinleri sınırlılık olarak ele alınmış olup doküman analizi yöntemi kullanılmıştır. Çalışmanın sonucunda, İstanbul A1 yabancılara Türkçe öğretimi ders kitabı iletişimsel yetiyi geliştirmeye ve kültür aktarımına yönelik çeşitli etkinliklere etkili bir şekilde yer verildiği saptanmış ve var olan eksiklikleri gidermek ve geliştirmek için çeşitli öneriler sunulmuştur.
It is possible to talk about the acquisition of four basic skills in teaching a foreign language: reading, writing, listening and speaking. Based on the ability of individuals to use these skills, the level of language acquisition is determined within the framework of the European Common Framework Text. On the other hand, the main purpose of learning the language is to be able to communicate in that language. Individuals who learn the language want to be able to express themselves using the target language in their personal and social lives and interact in that language. The ability to use the basic language skills at the communication level for this purpose is one of the requirements of language learning and teacher. Unlike many of the traditional methods used in language teaching, the communication language approach provides an enteractive environment that requires students to participate effectively in the course activities. The student-centered teaching approach, which is based on interaction in the target language, aims to give students the ability to use the language beyond access to the conceptual knowledge of the language. The purpose of this study is to study the use of communication approach in the Istanbul set A1, which is one of the most used source books in Turkish teaching to foreigners, according to the activities in the book. In this study, the fact that language teaching is also cultural teaching and the transfer of culture can only be done through communication channels, the Istanbul series A1 curriculum was studied in the context of placing cultural elements in the general framework. In addition; the use of communication approach in the activities included in the book has been discussed and the importance of the use of these skills and the impact on language learning has been studied. In the study; writing and speech texts were treated as limitations and the method of document analysis was used. As a result of the study, Istanbul A1 foreigners found that the Turkish teaching curriculum was effectively involved in the various activities aimed at developing communication skills and culture transfer and various recommendations were presented to address and improve existing shortcomings.
It is possible to talk about four main language skills like reading, writing, speaking and listening in teaching a foreign language. Language acquisition levels are determined within the Common European framework text according to the competence o individuals to use these skills. On the other hand, the main purpose of language learning is to be able to communicate in target language. Individuals who are learning language want to be able to express and interact with the target language in their personal and social lives. With this purpose, the ability of use basic language skills at the communicative level is one of the requirements of language learning and teaching. Contrary to many traditional methods used in language teaching, communicative language approach provides an interactive environment that requires students to participate classroom activities effectively. It is aimed to provide students with the ability to use the language beyond accessing the conceptual knowledge of the language with the teaching approach, which is based on interaction in the target language. The aim of this study is to examine the use of the communicative approach in İstanbul set A1 course book, which is one of the most used resource books in teaching Turkish as foreign language, on the basis of the activities in the book. In this research, starting from the fact that language teaching is also a culture teaching and culture transfer can only be done through communication channels, the Istanbul series A1 course book is examined in the context of having cultural elements in general framework. Moreover, the use of communicative approach in the activities in the book was discussed and the importance of the use of these skills and their effects on language learning were examined. In the study, writing and speaking texts were considered as limitation and document analysis method was used. As a result of the study, it was determined İstanbul A1 teaching Turkish as foreign language course book was actively involved in developing communication skills and cultural transfer, and various suggestions were offered to overcome and improve the activities.
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