The aim of this research is to determine the views of Turkish language teachers who teach Turkish as a second language on the teaching of words. The research is designed according to the screening model. The study group consists of 10 Turkish teachers working in public schools in Istanbul. The research data was collected in a semi-structured interview form consisting of 8 questions. The obtained data were evaluated by content analysis. As a result of the research, it was revealed that Turkish teachers did not find adequate the education that they received before they started their job and did not have sufficient knowledge about the methods and techniques used in word teaching. It was determined that they mostly use teaching, explanation and reinforcement strategies in word teaching; chose the target words which are used frequently in daily life and suitable for children’s level; use course books and Smartboard as course material. Games and animations are mostly used as vocabulary teaching method. For assestment they use traditional techniques like Pictes exams, tests, worksheets, question-answer and matching. It has been revealed that the teachers express that students often have problems in the teaching of words such as being unable to make sense of words, not being able to distinguish them, not being able to fully understand the meaning of the word, not being able to pronounce them. Instead of a uniform teaching method, different teaching methods should be used according to the levels of the students, and activities that will ensure the active participation of the students should be included. The target words should be chosen according to the principle of daily life, the instruction should be supported with visual and auditory materials, the materials used should be enriched and awareness should be raised about the psychological status of the students.
Vocabulary teaching, teaching Turkish as a second language, Turkish language teacher
|Author :||Derya AKÇELİK - Bircan EYÜP|
|Number of pages:||85-107|