Lack of unity in terms of the use of terms in teaching mother tongue and Turkish as a foreign language has been an ongoing problem for years. In textbooks, it can be said that there are two different approaches to giving the direct name of the term or to give its function but not to mention its name. However, these two different approaches cause no unity in teaching or confusion for individuals who are new to a language. In order to find a solution to this problem and to reveal the current problem, in this study, the names of grammatical terms in the textbooks used in teaching Turkish as a foreign language were examined, and it was tried to determine how they are used. The terms in the basic level (A1-A2) textbooks of three publishers that adopt the direct teaching approach determined by the purposeful sampling method used in the field are examined under the main titles of 'phonetics, vocabulary-morphology, syntax and semantics'. Content analysis method was used to analyze the textbooks. As a result, it has been observed that publishers do not agree on the approach they take while giving the terms in the textbooks. Publishers gave some terms with their names and some terms with their functions. This shows that publishers are not only in disagreement with each other, but also among themselves. Considering that the functional language teaching approach is adopted in teaching Turkish as a foreign language, it can be said that giving the functions of the terms will be more effective teaching instead of giving the direct names.
teaching Turkish as a foreign language (TTFL), grammar, term, Turkish teaching textbooks.
|Author :||Seda KAYA -Salih Kürşad DOLUNAY|
|Number of pages:||121-134|