All of the information, skills, narratives and representations, which were regarded as part of the society, re-created and transferred to the next generations by the individuals living in that society, are defined as non-concrete cultural heritage elements. Because these values have begun to disappear over time, preservation and transfer of these values to the next generations have become an obligation. As a result of the discussions started after the 2nd World War, in the 32nd UNESCO General Board meeting that was held in Paris in the 17th of october 2003, adoption of the treaty regarding the preservation of the world non-concrete cultural heritage was voted and signed in its initial form. China, Japan, South Korea, Iran, France, Spain, Turkey, India and Croatia are the countries which have the most heritage on the list of non-concrete cultural heritage. Turkey became a party to this treaty as the 45th country on the 27th of March,2006. All of the texts included in the examined Turkish teaching books for foreigners examined in terms of “Non-concrete Cultural Heritage National Inventory” which contained a total of 110 articles and was published by the Ministry of Culture and Tourism of Turkey, also treatment of these elements in texts were interpreted. Yeni Hitit(the New Hitit)(all levels) published by Ankara University, Izmir(all levels) published by Dokuz Eylül University, Istanbul(all levels) published by Istanbul University and Gazi Turkish Teaching Set for Foreigners(all levels) published by Gazi University formed the data source of the study. All texts contained in these books were examined in terms of the elements included in the non-concrete cultural heritage national inventory list of Turkey which was determined by the Ministry of Culture and Tourism of the Republic of Turkey. As a result of the study, while any non-concrete cultural heritage element was not found in Gazi University A1 book from the examined A1-A2 books for Teaching Turkish for Foreigners, non-concrete cultural heritage elements were used more in Istanbul A2 book compared to other publications. These elements were found in three places in Gazi A2, in three places in Izmir A1, in one place in Izmir A2, in one place in Istanbul A1 and in one place in Hitit A1-A2. From the examined B1-B2 books for Teaching Turkish for Foreigners, the most cultural heritage elements were found in Gazi B1 and B2 books in six places in each and in 12 places in total. Non-concrete cultural heritage elements were identified in three places in Izmir B1, in two places in Izmir B2, in two places in Istanbul B1, in two places in Istanbul B2 and three places in Hitit B1. Non-concrete cultural heritage elements were found in seven places in Gazi C1 book for Teaching Turkish for Foreigners from the examined C1+books for Teaching Turkish for Foreigners. These elements were found in six places in Istanbul C1+book for Teaching Turkish for Foreigners. Whereas any non-concrete cultural heritage element was not found in Izmir C1 and Hitit B2-C1 books for Teaching Turkish for Foreigners.
Turkish, Cultur, Coursebook, Cultural Heritage
|Author :||Ahmet Zeki GÜVEN|
|Number of pages:||369-378|