An examination on Turkish course and workbooks for foreigners in the context of evidential category
YABANCILAR İÇİN TÜRKÇE DERS VE ÇALIŞMA KİTAPLARININ EVİDENSİYEL KATEGORİ BAĞLAMINDA İNCELENMESİ
Abstract
The evidential category which is told in Turkish teaching books and Turkish books for foreigners as learned/ heard/ reported/past perfect tense and “rumor”, marked with had+v3 morphological unit is used in different situations in accordance with the context (it achieves information via different people or sources; it witnesses not the making of an action or a situation but the outcome; it deduces if the event has come true or not with reference to its experiences and habits, it achieves information via the sense organs; it remembers and realizes the event afterwards). The evidential category isn’t present in every language or it is present in other languages in different forms. Thus, it has been thought that teaching the category to the foreigners has an importance and accordingly it is required to determine which use/uses of the category has been included most in Turkish course and workbooks for foreigners and if there are any use/uses of it that haven’t been mentioned. In this context, the aim of the study is to examine the units (texts, activities) in which the evidential category has been included as a topic in Turkish course and workbooks for foreigners. In this study, which is qualitative, the course and workbooks within level A2 have been selected via purposeful sampling. Yeni Hitit series (Ankara University TOMER ), Yedi İklim series (Yunus Emre Institute) and İstanbul Turkish Course and Workbooks for Foreigners have constituted the data source for the study. The data have been collected via document review and analyzed via descriptive analysis. In the consequence of the analysis, it has been detected that the use “It speaks; achieves and transfers information via different people and sources” has been included, the use “It speaks, deduces if the event has come true or not with reference to its experiences and habits” has never been mentioned. Different uses of the category has been stated in the base of sentence without creating a context within mechanical activity sentences. The evidential category should be studied with more caution in the course and workbooks for the reasons that some uses have been included less, some of them has never been mentioned and the activity sentences have been presented to learners without creating a context. All uses of the morphological units “had + v3” should represented in the books within suitable contexts and with adequate examples.
Keywords
Teaching Turkish to foreigners, evidential, reported past tense, course books for foreigners
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