In this study textbooks designed to teach Turkish to young learners have been analysed in terms of the four skills. For the purpose of this research two textbooks: Çocuklar İçin Türkçe (ÇİT)-1 and Çocuklar İçin Türkçe (ÇİT)-2 written by the Yunus Emre Institute aimed at children between 6 and 9 and Yeni Dünyam Türkçe (YDT)-1 and Yeni Dünyam Türkçe (YDT)-2 written by Bahçeşehir University TÜRKMER aimed at children between 7 and 11 have been evaluated. The Document Analysis Method and Scanning techniques have been used in this study. In this study it has been established that Çocuklar İçin Türkçe (ÇİT)-1 and Çocuklar İçin Türkçe (ÇİT)-2 have been designed with the aim of developing listening and speaking skills and that no tasks have been included to develop reading and speaking skills. As for Yeni Dünyam Türkçe (YDT)-1, it has been determined that the largest numbers of activities were aimed to develop the skill of reading. The listening activities in the book were found to be the second largest in number, followed by speaking in third place and writing in fourth place. In Yeni Dünyam Türkçe (YDT)-2, the highest number of activities were allocated to developing reading skill. The distribution of tasks in this textbook was as follows: listening skills came in second place followed by writing in third, and speaking in fourth place. In the Common European Framework of Reference for Languages, it is aimed to gain four basic language skills in a balanced way. Accordingly, it has been understood that the language skills in these books are not balanced.
Turkish as a foreign language, young learners, textbooks, language skills
|Author :||Bahar İŞİGÜZEL - Murat GİR|
|Number of pages:||324-343|