International Journal of Language Academy, Year 2024 Issue 49

Sheikhulislam Hodjazade Ebusaid Muhammed Efendi and his Poetry Fatwas -2

Muhittin ELİAÇIK — 2024-08-29

In the Ottoman Empire, large ulema families were a very important dynamic in the behavior of the state, and one of the most prominent of these was Hoca Sadeddin Efendi and his sons. There are many people from this family, called Hocazâdeler, who served in the Ottoman ilmiye, and almost all of them stood out as poets and artists, and most of them gave fatwas in verse. Approximately 2/3 of the 102 fatwas in verse given in the Ottoman Empire were given by members of this family. In the Ottoman Empire, fatwas in verse began to be given in the first half of the 16th century and became increasingly widespread, but they decreased relatively after the 18th century. It is an important detail that the fatwas in verse were given at a time when the Ottoman Empire was at its peak in the world. When the 102-couplet Ottoman fatwas, consisting of a total of 942 couplets, are listed according to individuals, the Hocazades are in the first three places. One of the Hocazadehs who gave fatwas in verse is Ebûsaîd Muhammed Efendi. We have previously introduced his two poetry fatwas. However, since other fatwas in verse have emerged in ongoing research, one of them and a fatwa that was later understood to belong to it will be introduced in this study. The verse fatwas of Ebûsaîd Muhammed Efendi, who is stated to be a good poet in biographies, are strong in literary terms.

A Research on Turkish Teachers' Application of Active Learning Techniques in Their Lessons

Mehmet Nuri KARDAŞAytaç BÜYÜKİKİZ — 2024-08-29

This research investigates how Turkish teachers apply active learning techniques in their lessons. " "Relational Survey Model," one of the quantitative research models " was used in the study. The study's data were collected from Turkish teachers working in educational institutions in the central districts of Van (İpekyolu, Tusba, Edremit). In this context, the study group consisted of 128 Turkish teachers who conducted educational activities in Van Central districts in the 2020-2021 academic year. The research study group was formed by using the convenient sampling method, one of the non-random sampling methods. In the study's quantitative data collection, the "status of application of active learning activities in Turkish lessons," developed as a five-point Likert scale, was used. Parametric statistical techniques were used in the analysis of quantitative data. At the end of the study, based on the quantitative data of the research, it was determined that Turkish teachers use active learning techniques at a high level in their lessons. "Taking an active learning course" was significantly effective in the findings regarding the effect of independent variables on the dependent variable. The effects of "gender, professional seniority, graduated faculty, postgraduate education" variables on the dependent variable were found to be insignificant. Teachers teaching Turkish courses must apply active learning techniques and activities in their lessons, which serve the constructivist teaching approach and enable learning by doing and experiencing. It is necessary and important for teachers to implement the active learning approach in all appropriate courses to raise well-equipped individuals needed by the age. Conducting studies to determine teachers' proficiency in applying active learning techniques for other courses will contribute to the relevant fields.

A Review of the Research Conducted on the Academic Listening Skills of Turkish Teacher Candidates

Oğuzhan UZUNTalat AYTAN — 2024-08-29

Academic listening skills are one of the essential skills that enable an individual to access information healthily in the 21st century, which is described as the "information age." It must be emphasized to improve the individual's academic success throughout his life, including the period from pre-school to higher education. At this point, Turkish teachers act as guides. It is imperative that the teacher candidate adopts theoretical and practical knowledge about the use of the relevant skill during the undergraduate period and that they guide the students in this direction when they go out into the field. Within this framework, the study analyzes the studies conducted on the academic listening skills of Turkish teacher candidates in the literature in terms of "year, method, research group, study object, results, and suggestions" and presents various ideas to those working in this field. The study object of the research is the studies carried out in the literature on the academic listening skills of Turkish teacher candidates. In this context, 31 studies were examined. Of these, 2 are master's theses, 1 is a doctoral thesis, and 28 are articles. As a result of the examinations, it was determined that "listening barriers," "self-efficacy," and "use of strategy" were quite effective regarding the academic listening skills of Turkish teacher candidates. It has been determined that articles in this field come to the fore compared to theses and that studies are mainly based on due diligence rather than experimental studies. Considering the relevant situational findings, there is a need for studies to improve the academic listening skills of Turkish teacher candidates in the field.

Factors Negatively Affect the Listening-Comprehension Skills of Secondary School 6th Grade Students

Hüseyin SAYIN — 2024-08-29

Listening is an essential skill that must be developed in school lessons. It is necessary to identify the positive or negative factors affecting listening for the listening activities in the lessons to achieve the objectives specified in the curriculum. This study aims to identify the problems that 6th-grade students experience during listening to story-type texts and the negative factors and reasons affecting their listening/comprehension skills from the students' perspectives. The research was conducted on 102 6th-grade students in Konya city center. The research was conducted with qualitative research methods. The listening problems identified in the study are limited to story-type texts that are voiced within 6-7 minutes. The data was collected with forms consisting of various instructions distributed immediately after the listening activity. The obtained data was examined by document analysis, and the resulting findings were coded and divided into themes and evaluated with content analysis. According to the findings obtained from the research data, It was determined that a total of 495 listening/comprehension problems: 228 due to foreign words, 69 due to forgetting, 62 due to inability to hear or lack of attention, 60 due to diving into different thoughts while listening, 22 due to disturbances caused by external factors, 17 due to some sections being confused, 11 due to misunderstanding of the relevant word or group of words, eight due to thinking about the previous expression, and 18 due to other reasons. As a result, it was determined that the listening problems were caused by two main reasons: the listener and the environment. In this context, the frequently mentioned problems caused by the listeners are grouped under seven headings, and the issues caused by environmental factors are grouped under four headings.

Activity Designs to Overcome Speaking Fear and Excitement

Fatma ŞEN ÖLMEZFulya TOPÇUOĞLU ÜNAL — 2024-08-29

Speaking skills, which is one of the most important factors in the socialization of school-age individuals, cannot develop to the required extent due to the fear and excitement of speaking that individuals experience. At this point, one of the most serious duties falls on native language teachers. Native language teachers need to prepare and implement various activities in line with the achievements in the Turkish Curriculum in order to eliminate the speaking fear and excitement of these school-age individuals. The aim of the study is to design activities to relieve the fear and excitement of speaking. This study is important because it is thought that when students who experience fear and excitement of speaking use these activities designed in the study, the activities will help eliminate their fear and excitement of speaking. A descriptive research model was used in this study. The sample of the study consists of activities suitable for speaking skill acquisitions in the Turkish Language Teaching Program. The data of the study was collected using the document analysis technique. Speaking activities appropriate to the Turkish Language Teaching program were used in the study. In the selection of the designed activities, the opinions of 10 Turkish teachers and 5 academicians working in the field of Turkish education were consulted. An activity pool containing 55 activities was prepared for the study. The activities in the pool were presented to experts and 9 speaking activities were selected. Activities determined by expert opinions are presented with their applications. It is thought that the activities designed and implemented as a result of the study will help overcome the fear and excitement of speaking.

The Views of Slovenians Learning Turkish as a Foreign Language Regarding Turkish

Mısra UĞURLU — 2024-08-29

The aim of the research is to investigate why and how Slovenes decide to learn Turkish in Slovenia; to reveal their views towards Turkish. The research that is designed by using the qualitative research method was carried out on 17 Slovenian participants learning Turkish at the University of Ljubljana and the University of Maribor. A questionnaire consisting of two parts was prepared to collect the necessary data for the research. In the first part of the questionnaire, the participants were asked to give information about their age, educational background, profession, and the languages they know. In the second part, six open-ended survey questions were included. In this way, it is aimed to understand why and how the participants decided to learn Turkish. In addition, their views on Turkish were investigated. According to the survey results, which were analyzed by the content analysis method, one of the qualitative analysis methods, the participants who learn Turkish in Slovenia were mostly influenced by the TV series broadcast in Slovenia, they decided to learn Turkish by seeing that Turkish is among the courses offered at the university, they like to learn new languages, and because of the field they studied at the university. When asked to compare Turkish with other languages they know, many of the participants described it as different from other languages, followed by the fact that Turkish is difficult from other languages. In addition, many participants drew attention to the similarity of Turkish with the Balkan languages in terms of vocabulary. While "speaking" is the learning area that the participants learning Turkish in Slovenia have the most difficulty, watching Turkish TV series, listening to Turkish music, traveling to Türkiye, and using online language applications are among the activities that the participants do outside the classroom to improve their Turkish.

Determinations on the Development of Lexical Richness of Uzbek and Kazakh Students Learning Turkish as a Foreign Language

Hakan ÜLPER — 2024-08-29

Language teaching is a multidimensional process. One of these dimensions is the development of vocabulary. According to the information in the literature, there is a positive relationship between a person's vocabulary and language skills. In this respect, improving people's vocabulary also helps them improve their language skills. Vocabulary develops depending on the education received and the use of the language. The development of vocabulary is also reflected in the language skills of students. Therefore, by looking at the development of students' productive language skills, their vocabulary development can also be predicted. At the same time, as students' vocabulary develops, it is expected that the words they use in the texts they write will be more diverse. A student whose vocabulary develops can avoid repeating the same words in the texts he writes. As their vocabulary develops, students begin to use low-frequency words in their written texts. In addition, students with a large vocabulary use more content words. This gives information about their development of lexical diversity, lexical density and lexical sophistication. While this information in the literature is confirmed in some languages, it is partially confirmed in other languages. However, no study has been conducted on this subject with Uzbek and Kazakh students learning Turkish. In this context, the aim of this research is to examine the lexical richness development of Uzbek and Kazakh students learning Turkish as a foreign language. During this analysis process, written texts were collected from students in two separate periods. These texts were analyzed in terms of lexical diversity, lexical density and lexical sophistication. It was investigated whether there was any improvement according to the results of the first and second application. According to the results, students in both countries showed improvement in terms of lexical richness after the 12-week learning process.

Teaching the theater of the absurd and French with Drama

Onur ÖZCAN — 2024-08-29

Subject content in foreign language teaching generally focuses on the target culture. Although the teaching outcomes are target language acquisitions, achieving these requires the student to communicate in the target culture while writing, reading, speaking, and listening. The drama technique nourished by almost every element of theater tries to convey the cultural codes of the learned language in roles for students. However, the artistic and literary aspects of the dialogues in drama are equally important. Although the primary purpose is language teaching, if the dialogues used are included in a particular art movement, art teaching is also possible in addition to language teaching through drama art. Eugène Ionesco, one of the pioneers of theater of the absurd, also used cultural and linguistic situations in his plays, which he found absurd and meaningless while learning English. Nonsense, puns, and repetitions are the main features of his plays. With these feature, the dialogue series of Ionesco called "French Speaking and Diction Exercises for American Students" draws attention to teaching French with linguistic features. It focuses on teaching grammar, vocabulary, pronunciation, and speaking by cultural features. This study aims to examine the dialogues within the frame of the theater of the absurd and French teaching and to emphasize the artistic and literary features of the dialogues used in language teaching. In this context, each of the dialogues was analyzed in terms of the theater of the absurd and French teaching. In dialogues, the French topics for American students through drama were identified, and it was found that these topics represented largely the characteristics of theater of the absurd and Ionesco. Thus, the importance and teaching of literary and artistic features of the dialogues used in language teaching through drama were brought to the fore.

Trends of Articles about Turkish Teacher Candidates (2019-2022)

Ömer ÇELİK — 2024-08-29

This study aims to examine the articles written about Turkish teacher candidates between 2019 and 2022, and as a result, the tendencies of the studies are determined. In this qualitative research study, data was collected by document review. Ulakbim TRIndex, Dergipark, and Google Scholar databases were scanned during data collection. As a result of the scan, 76 different journals and 135 articles were accessed. Content analysis was used to analyze the data. At the end of the review, it was determined that the journal that published the most articles was the RumeliDE Journal of Language and Literature Research. The most used research method was qualitative, and the universities where the most research was conducted were Muş Alpaslan University and Recep Tayyip Erdoğan University; the most used data collection tool was scale, and the data analysis method was t-test has been detected. Articles written by a single author are the majority. The year in which the most articles were published was 2019; the most commonly used sample size is 0-50 people, and the most preferred type of sampling is easily accessible case sampling/convenience sampling. The articles show that the preference to include all classes in the study stands out. In terms of production method, most articles are original and aim to determine the situations of the candidates. In terms of the subject, the emphasis is on examining the profiles of the candidates. Various suggestions were made at the end of the study, which is thought to be essential for future research with Turkish teacher candidates.

An Analysis of the The Bicycle Pump by Samira Azzam, One of the Pioneers of the Palestinian Short Story

Gürkan DAĞBAŞIFurkan TAĞLI — 2024-08-29

Arabic literature boasts a rich history and cultural heritage, making it an essential part of world literature. Within this heritage, the short story genre holds a significant position. Although early examples of this genre existed, it is widely accepted that the short story genre first emerged in Arabic literature during the 19th century. In the 20th century, the short story genre evolved in parallel with changing social, cultural, and political dynamics, taking on its present form. The first known Arabic short story is “Fi’l-Kitâr” (Trende) by the Egyptian writer Muhammad Taymur, published in 1917. With the emergence of the short story genre, Arabic literature gained vitality and color as it spread across various Arab countries. Sâmira Azzam, a notable figure in Palestinian literature, played a significant role in developing the short story genre with her unique literary style, often addressing social, political, and economic difficulties in her works. This study introduces short story writing, explores Palestinian short story writing, examines Sâmira Azzam’s life and literary personality, and provides a translation and analysis of her short story "The Bicycle Pump." Through analysis, it was determined that the story takes place in an uncertain period, across various settings, and involves a few protagonists. The events revolve around the main character and a little child, using poetic language and drawing influence from romanticism and social realism movements.

Functions of Conjunctions

Elif DEMİRYusuf GÜNAYDIN ,Kemalettin DENİZ — 2024-08-29

To attain a comprehensive understanding of a language, it is imperative to meticulously analyze the constituent components that comprise the language. Words, word groups, and sentences are the fundamental structures of language. Linking elements are among the most essential elements that link these structures. These elements ensure the meaning and expression are clear, concise, and understandable. In the communicative approach, it is essential to use the language functionally in a particular context, and according to this approach, context elements should be seen as elements that mediate the meaning and use of the language rather than being seen as a subject of grammar. Therefore, this study aims to reveal what functions the conjunction elements carry in Turkish. The research is a content analysis study conducted with document analysis, one of the qualitative research methods. The study object of the research consists of studies examining the functional classification of context elements in Turkish teaching. The analysis investigated conjunctions, explaining, and evaluating their functions, the ways they perform, and related items used to express the function in speech. The results obtained were revealed using the content analysis method. In the research, forty-five studies were reached that discussed the functions in which linking elements are used, and it was concluded that in these studies, linking elements have one hundred and eighty-eight different functions, among these, there are studies in which only the function name is specified, but no example of the linking element is given, and also that a binding element has more than one function. Finally, suggestions were provided within the framework for future studies.

Meta-Synthesis Analysis of Trend Researches in the Field of Teaching Turkish to Foreigners

Elif AKANEsra ER , A. Halim ULAŞ — 2024-08-29

This research aims to systematically examine the trend studies on teaching Turkish to foreigners, to identify trend, and to reveal the gap in the field. For this purpose, Web of Science, ERIC, Scopus, Tr Index, DergiPark, Google Scholar and YÖKTEZ databases were searched by considering the keywords and criteria determined. As a result of the search, 40 studies were accessed. The content of the relevant studies was analyzed with the MaxQda program by considering the research questions. In this study, which is conducted with the meta-synthesis method, it is determined that the trend studies in the field of teaching Turkish to foreigners were mostly published in 2023 and 2021. Examination of the data sources of the trend studies in this field reveals that YÖKTEZ is the most commonly used database containing the most number of theses in this field. In addition, it is determined that, mostly the distribution of approach/design/method of research, studied themes and the subjects, and the year of publication of the sources examined in these theses. In the related studies, the most commonly used method is document review/analysis and the data is subjected to content analysis. Additionally, no qualitative data analysis program was used throughout the research. It was observed that the aforementioned studies focused on bibliometric information. Based on the findings, it is recommended that systematic research to be conducted to provide an overview of the content (findings/results) of the studies.

5th Grade Students' Spelling Mistakes and Reasons: A Case Study

Halit KARATAYMustafa KÜKRER — 2024-08-29

This case study delves into the nature and causes of spelling errors prevalent among 5th-grade students. The study meticulously identifies both incorrectly spelled words and misapplied spelling rules. Focus group interviews with teachers provided valuable insights into the reasons behind these errors. Data on spelling errors were collected by examining the Turkish written exam papers of 120 students, carefully selected to represent a diverse range of academic achievement levels, socioeconomic backgrounds, and genders. Two field experts conducted a comprehensive content analysis, systematically coding identified spelling errors according to thematic categories derived from established spelling guidelines. To explore the underlying causes, focus group interviews were conducted with eight Turkish language teachers and eight classroom teachers. Research findings indicate that students exhibited errors across 25 specific spelling rules. The most prevalent errors included inaccurate letter representation, confusion of similar sounds, incorrect spacing between words and letters, errors in compound word formation, and the incorrect use of adjacent spelling with the conjunction "dA." While teachers expressed confidence in their general spelling instruction, a deeper analysis revealed an absence of specialized teaching techniques within their classroom methodologies. Key factors contributing to students' spelling errors appear to be a lack of emphasis placed on written expression within Turkish lessons, coupled with insufficient individualized feedback on writing assignments and homework. Furthermore, teachers demonstrate limited knowledge of targeted pedagogical techniques for spelling instruction. Even when aware of such techniques, teachers may forgo their implementation due to concerns over completing the extensive mandated curriculum.

A Theoretical Framework for Using Process Drama in Language Teaching

Süleyman BAŞARAN — 2024-08-29

With process drama, which combines aspects of drama and education, children are given the freedom to actively explore and make meaning of language using their creativity. This article offers a theoretical foundation and rationale for the use of process drama, as well as an exploration of the possible applications of this method in English language teaching. The primary theories underlying the use of process drama in language instruction are examined, with a focus on how it may foster an immersive and interesting learning environment. In doing so, this study assesses the efficacy of process drama techniques and offers a comprehensive analysis of the several theoretical frameworks that promote the use of process drama in language teaching. Through conceptual analyses of learning theories like behaviorism, the sociocultural approach, the psychological and cognitive approach, multiple intelligence theory, cognitive load theory, communicative approach and the humanistic approach, it improves a thorough understanding of the potential of process drama in English language instruction and its ability to positively impact the learning experience. This article is expected to contribute to the literature and thus to researchers in this field, as well as to guide foreign language teachers and process drama practitioners by providing a theoretical framework.

Reinterpretation of Skopos Theory in the Context of Translation Technologies and the Case of Translatorscafe Website

Sevda KAPLAN — 2024-08-29

Nowadays, intercultural relations have increased with globalization and technology has had a significant impact on many aspects of life, including translation. Technological turns, in the aftermath of linguistic, cultural, and social processes that influence translation, have also had an impact on the translation process. With the rapid development of translation technologies and the globalizing translation industry, many translation software and computer-aided tools have emerged to assist translation. Especially when technological developments are considered within the framework of translation theories, it will be seen that the technological tools used in translation have begun to gain importance with functional theories such as Skopos and Translation Action theory. Unlike other theories, these theories are target oriented and emphasize that translation should be done in line with the expectations of the target culture. Although they do not directly address technology, when reconsidered in today's conditions, they are appropriate theories indirectly addressing the translation process done with today's technological tools. Thus, in this study, the place of technology in translation studies research will be discussed, then Skopos theory will be re-evaluated in the context of translation technologies, and the applicable aspects of this theory will be examined in terms of the translator, the purpose and action of translation in the TranslatorsCafe website sample, one of today's popular translation platforms. In this regard, the document analysis method, one of the qualitative research methods, was used in the study and descriptive analysis was carried out in the process of analysing the data. As a result of the research, it is understood that when Skopos theory is considered in today's conditions, it indirectly refers to translation technologies. In addition, the translation workflow processes on the TranslatorsCafe website can be explained with the general discourse of Skopos theory regarding the translator, the purpose and action of translation.

Word Frequency-based Analysis of Listening Texts in the German Coursebook ‘’Menschen A1.1’’

Hakan DOLANŞerife ÇELİKKAYA — 2024-08-29

Foreign language instruction must prioritize the development of the four essential language skills, with listening being particularly important. While considered a receptive skill, listening comprehension forms a critical foundation for communication competency in a foreign language. It exposes learners to authentic language use and natural expressions. Vocabulary knowledge also plays a vital role in language communication. Therefore, when designing foreign language teaching materials, selecting an appropriate scope of vocabulary is crucial for sustainable learning. This study investigates the distribution of parts of speech within listening exercises. Using a corpus-based approach, we analyze listening tasks from the textbook series "Menschen A1.1," focusing on word frequencies and types. We utilize the web-based software Sketch Engine, including the DeReKo (German Reference Corpus) with its 17.5 billion word frequencies, to aid in our analysis. This qualitative research employs document analysis as its primary data collection method. Our results indicate that nouns are the most frequently occurring part of speech, while other parts of speech demonstrate less diversity. Interestingly, repetition frequency does not directly correlate with a greater variety of parts of speech. We also observed an uneven distribution of listening tasks throughout the textbook, with lesson 11 lacking any such exercise. Based on our findings, we offer recommendations for incorporating more balanced and diverse vocabulary into new German language teaching materials. This study, with its emphasis on all four fundamental language skills, has the potential to enhance vocabulary development and expansion within foreign language instruction.

A Studio on Her Own: A Self Behind The Canvas in The Tenant of Wildfell Hall

Nazan YILDIZ — 2024-08-29

As is well known to material culture scholars, the typical identification of women with passivity and consumption in relation to objects has a long tail that still wags now. In this article, on the contrary, I explore how Anne Brontë, in The Tenant of Wildfell Hall, sketches a young Victorian woman’s quest for a space of her own as a producer of art, which is intensely engaged with the world of material objects through which selfhood is manifestly demarcated. Anne’s depiction of painting signifies that material objects do not only form bodies and insights but also let their holders create their place in society. I analyse the painting of Helen, the novel’s heroine, as an object of individual identity and social authority by foregrounding the active role of women as creators of art. Mobilised as an analogy for women’s autonomy and agency, the painting embodies women’s active space free from restrictions and male hegemony. In this article, I treat the painting as a material object that depicts the individuality of Helen and how it grows into a non-material, delving into her inner world, her decisions and desires, and radically shaping the social perception of women. Anne’s delineation of Helen identified with painting places women in a male-like active space which sets her apart from the Victorian idealistic heroines who epitomise traits uniquely private and feminine in contrast to public and masculine.

An Evaluation of Turkish as a First Language Courses Provided by Local Education Authorities in Germany

İsa GÜNDOĞDU — 2024-08-29

Turkish as a first language is taught in thirteen German federal states: Baden-Württemberg, Bavaria, Brandenburg, Rhineland-Palatinate, Saarland, Saxony, Berlin, Bremen, Hamburg, Hesse, Lower Saxony, North Rhine-Westphalia, and Schleswig-Holstein. The mode of instruction varies: Baden-Württemberg and Bavaria offer consulate-based lessons, while the remaining eleven states incorporate Turkish into their state school curricula. This study aims to examine the structure and function of Turkish as a first-language course provided by the local ministries of education in Brandenburg, Rhineland-Palatinate, Saarland, Saxony, Berlin, Bremen, Hamburg, Hesse, Lower Saxony, North Rhine-Westphalia, and Schleswig-Holstein. We collected data through document analysis using a qualitative research method and descriptive analysis. The results were categorized according to the following headings: curriculum, textbooks, duration of lessons, course enrollment requirements, attendance policies, regulations, and teacher deployment. Our findings indicate that participation in Turkish as a first-language instruction is generally optional. However, once enrolled, students are typically obligated to attend for a full academic year or semester. Course duration, minimum enrollment numbers, and teacher deployment regulations vary significantly across federal states. We also found that, except for Hesse, states provide framework plans for Turkish instruction but do not produce their own textbooks. Additionally, the study delves into specific enrollment and attendance trends observed within the examined states. It highlights potential challenges regarding consistency in teacher deployment practices and the availability of suitable teaching materials.

Turkish EFL Students’ Perceptions of Effective EFL Teachers

Ali REZA LOU — 2024-08-29

Considering the undeniable influence of effective language teachers on successful language teaching and learning practices, this study was conducted to address the qualifications of effective language teachers based on the Turkish EFL students’ perception of effective EFL teachers at the university level in Türkiye. The design of this study was descriptive, so the researcher used a survey method. Participants of the study were180 Turkish EFL students who were given a questionnaire created by Barnes and Lock (2013) to collect data. The reliability of the questionnaire was determined to be quite excellent (r = 0.91). The participants were the first, second, third, and fourth grade ELT students, respectively. The researcher conducted this study to identify which teaching credentials are more significant for students and a successful language instructor. Descriptive statistics were used to calculate and analyze the mean scores. Students rated the main teacher qualification categories. In addition, giving clear explanations received the highest mean score among teacher attributes. The results showed that Turkish EFL students generally placed great importance on the characteristics of effective foreign language teachers. Knowledge of the target language, delivery, organization, and preparation were high-ranking attributes. Findings revealed important implications for foreign language teachers to improve their communication skills and the efficiency of their teaching methods.

Investigation of Turkish as a Foreign Language Teaching Programmes in terms of Reading Skills in the Context of CEFR Complementary Volume

Musa KAYAOsman DEMİREL — 2024-08-29

This study examines the programs prepared by the Maarif Foundation and Ankara TÖMER for teaching Turkish as a foreign language, based on the subheadings titled "reading comprehension" in the Supplementary Volume of the Common European Framework of Reference for Languages. In the qualitative research method study, data were obtained by document analysis. A descriptive content analysis technique was used to analyze the study data. The data obtained through descriptive content analysis were recorded in the data classification file and interpreted by the researchers in tables. As a result, it has been determined that the achievements in both programs are concentrated under the title of general reading comprehension. At the same time, other sub-headings in the Application Text are given less place. The data obtained shows that the gains in reading skills in the Program for Teaching Turkish as a Foreign Language prepared by the Maarif Foundation are both numerically higher and include more reading types in the Supplementary Volume and that these gains have a balanced distribution according to levels. However, it was concluded that in the program prepared by Ankara TÖMER, the number of reading skill acquisitions and the reading types included in the Supplementary Volume were included in fewer achievements and that these achievements did not have a balanced distribution according to language levels. These results show that both programs should be rearranged according to the Supplementary Volume of the Common European Framework of Reference for Languages, an essential reference source in foreign language teaching.

Using Film/Video in Teaching Turkish to Foreigners in terms of Visual and Auditory

Oğuz KILINÇ — 2024-08-29

Thanks to the principles and methods determined in order to make education efficient and effective, many methods have been developed and the opportunities of educational technologies have been used. Nowadays, visual and audio materials have become widespread and learning has begun to be supported with these tools. With the development of cinema technologies, movies of the fairy tales and folk songs told in books were made, and movies began to be used not only to entertain our free time, but also to adopt an idea or philosophy, to engage in cultural interaction, and to concretize dreams. Short videos and films are used to provide realistic environments needed in language teaching and to observe the language's vocabulary live in context. It is now a known fact that films and TV series are used in studies on language learners, especially in individual language learning. The Turkish TV series and film industry, which has made a great breakthrough in recent years, continues to attract attention around the world. In teaching Turkish to foreigners, these films are used in many ways such as cultural promotion, development of linguistic skills, enrichment of vocabulary, revealing the place and form of use of the language's vocabulary, having fun and productive time, and supporting language learning outside the classroom. The systematic and planned use of films in language teaching has brought about the necessity of carrying out appropriate activities and studies. In this article, the use of films in language teaching, their necessity, methods of use, how they can be used with other activities are emphasized, film and video activities in the textbooks for teaching Turkish as a foreign language called “Yeni Hitit, Altın Köprü, Maarif Türkçe” are evaluated and how films can be used in teaching Turkish “Hababam Sınıfı Uyanıyor”. It is illustrated by the example of the movie “Class Awakens”.