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Journal articles on the topic 'Teaching Turkish as a Second Language'
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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.
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The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.
 The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.
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Şerife, Dilek, Boyaci Belet, and Yaşar Ecmel. "Teaching Turkish as a second language to Syrian refugees." Educational Research and Reviews 13, no. 18 (2018): 645–53. http://dx.doi.org/10.5897/err2018.3565.
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Donuk, Mehmet. "Türkçenin Yabancı Dil Olarak Öğretiminde Konuşma ve Telaffuz Becerisinin Kazandırılması ve Geliştirilmesi Üzerine." International Journal of Social Sciences 6, no. 24 (2022): 293–302. http://dx.doi.org/10.52096/usbd.6.24.17.
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It is essential to learn basic skills in teaching Turkish as a foreign language. These habits can be listed as follows; listening, reading, writing, pronunciation and speaking skills. Teaching Turkish as a second language is based on these facts. The most important of these habits is speaking and pronunciation. When learning a language, it is covered in a separate section. Being able to speak the learned language is one of the most important factors in second language teaching. As a result of this; It is seen that the determination and desire for language learning increase. When all of these are taken into account; once again we understand the importance of speaking and pronunciation. The purpose of this study: The importance of foreigners learning Turkish as a second language to gain speaking and pronunciation skills is emphasized. As a result, it is necessary to focus on the applications and methods that can be realized and carefully examined. For this reason, in order to gain both speaking and pronunciation skills, the individual must constantly practice on the language to be learned. Knowing a language means you can speak that language. It is unthinkable for a language to develop without practice. Key words: Turkish as a second language, teaching, speaking, pronunciation skills.
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Karakaya, Nergiz. "EVALUATION AND TEACHING WRITING IN TURKISH LANGUAGE CLASSES AS A SECOND LANGUAGE." Vestnik Bishkek state university af. K. Karasaev 2, no. 61 (2022): 20–23. http://dx.doi.org/10.35254/bhu/2022.61.20.
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Writing education has an important place in the language learning and teaching process. It is an issue that needs attention in terms of determining the deficiencies of foreign students in language education in a concrete way and giving them correct feedback. Writing is a productive skill that depends on telling. For this reason, writing in a foreign language shows both a process and the product that emerges at the end of this process. Writing skill helps students learn words, grammatical structures, idioms, proverbs, etc. Among the four basic skills, it is the writing skill that students have the most difficulty or problem with. It offers the instructor the opportunity to check whether they have learned correctly or not. This study includes sharing ideas about how to do written expression in the classroom in teaching Turkish to foreigners and sharing experience for the evaluation of the work done.
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Derya, Akçelik, and Eyüp Bircan. "The Effect of Intelligence Games on the Vocabulary Knowledge of Refugee Students Learning Turkish as the Second Language." Education Quarterly Reviews 4, Special Issue 1 (2021): 527–41. https://doi.org/10.31014/aior.1993.04.02.264.
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The purpose of the research is two-fold: firstly, to determine the effect of vocabulary teaching with intelligence games on the vocabulary knowledge of refugee students studying in primary school and learning Turkish as a second language, and secondly to investigate the opinions of the students about vocabulary teaching with intelligence games. The research was designed in the explanatory sequential design of the mixed methods research. The study group consisted of 40 refugee students studying in a state-affiliated primary school in Istanbul. Teaching Turkish words in the experimental group was carried out with intelligence games whereas activities in the current textbook were utilized in the control group. As a result of the research, it was found that vocabulary teaching carried out with intelligence games was effective in improving students' Turkish vocabulary knowledge. Furthermore, it was revealed that the students enjoyed vocabulary teaching activities with intelligence games and learned the words more easily.
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Dayan, Serdar, and Yunus Yildiz. "Understanding the importance of service (Hizmet) movement schools in the instruction of Turkish to non-native speakers." Revista Amazonia Investiga 11, no. 57 (2022): 9–17. http://dx.doi.org/10.34069/ai/2022.57.09.1.
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The Hizmet movement schools, which set out to achieve universal peace, attempted to increase methods of communication between nations and cultures by teaching more languages to students, in light of the proverb "One language is one person, two languages are two people." They also taught Turkish as a second language in schools. The Hizmet Movement schools, which teach Turkish in more than 170 countries, have teachers spend time with students outside of class. By incorporating Turkish into every day, they increased its use. They exposed Turkish to their parents and others through projects and studies. In their countries, they have made sure Turkish lessons are taught by Turks. This paper explains the function of Hizmet Movement Schools in teaching Turkish to foreigners and shows how they go to world peace using Turkish steps. This research is a descriptive qualitative study in which data is acquired by approaches such as investigation, observation, interviewing, and source scanning. Studies on Teaching Turkish to Foreigners and Service (Hizmet) Movement schools were utilized throughout the collection of data, as well as expert opinions were contacted, and observation-based assessments were carried out.
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Eryılmaz, Ramazan. "An Extracurricular Learning Model: Turkish Speaking Club." Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, no. 63 (March 27, 2025): 454–76. https://doi.org/10.53444/deubefd.1529413.
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This study investigates the impact of a Turkish Speaking Club (TKK) model, where learners of Turkish as a second language meet with Turkish teacher candidates, on the speaking skills and attitudes of the learners, as well as the self-efficacy perceptions of the teacher candidates. Interviews were conducted with both students and instructors after the TKK. Additionally, a professional self-efficacy perception test was administered to the instructors, and a Turkish speaking anxiety test was administered to the students, both before and after the club activities. This research employs a mixed-methods approach, using both qualitative and quantitative data. According to the research findings, students view TKK as a valuable opportunity for practice. They perceive the club as providing an enjoyable and informative environment. They find the use of gamification, drama, and digital tools beneficial. The TKK not only improves the students' Turkish language skills and confidence but also contributes to the professional development of the teacher candidates. It reduces the speaking anxiety of learners of Turkish as a second language. The use of this model in Turkish language teaching can lead to more successful language learning outcomes. TKK positively affects the professional self-efficacy perceptions of the Turkish teacher candidates who serve as instructors. The model enhances their teaching techniques and their ability to communicate with different cultures. Additionally, it provides teacher candidates with valuable work/school experience. Therefore, the implementation of this model is recommended in the fields of second language learning and teacher training.
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Yavuz, Akın, and Mehmet Tok. "The Effects of Blogs on Writing Skills in Teaching Turkish as a Second Language." European Journal of Educational Technology 2, no. 1 (2014): 30–50. http://dx.doi.org/10.46303/ejetech.2014.3.
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In this research, the effect of blogs, a web 2.0 application, on writing skills and attitudes of level B1 students who learn Turkish as a second language was investigated. Research was designed with a mixed method which included both qualitative and quantitative data. The target population of the research consists of 24 level B1 students that are studying in city center of Istanbul. Assessment Scale of Writing was used in qualitative data collection and, personal information and group interview forms were used in quantitative data collection. Descriptive Analysis, Independent Samples t-test, Dependent Samples T-Test and Shapiro Wilk tests were used to analyze collected data. Quantitative data analysis was performed with SPSS 22.0 software. Research has revealed that blogs have positive impact on the writing skills of students who are learning Turkish as a second language. The writing skills of blogging students are higher than those who take traditional writing education. Blogs have positive influence on students who learn Turkish as a second language and they began to write better than before with the blogging experience.
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Crum, Sibel, and Öner Özçelik. "Social Networks as Technology-Enhanced Learning Environments for Second Language Teaching in Higher Education." International Journal of Emerging Technologies in Learning (iJET) 19, no. 01 (2024): 4–22. http://dx.doi.org/10.3991/ijet.v19i01.42013.
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In the post-pandemic era, the Digital 2023 Report highlights a rapid expansion in the global user base of social networking sites (SNSs). Despite the lack of formal integration of SNSs in second language (L2) education, which could enhance real-time creation, collaboration, and communication in the target language and culture, L2 learners still actively use these technologies outside of educational settings. This exploratory study utilizes a descriptive survey research design with a purposefully selected sample of 239 undergraduate and graduate students in their first and second years of language studies. These students pursue commonly taught languages, such as Spanish, as well as less commonly taught ones, such as Arabic, Persian, Slavic (Bosnian-Croatian-Serbian, Russian, and Polish), Turkic (Turkish and Uyghur), and Uralic (Estonian, Finnish, and Hungarian), in addition to others, such as Mongolian. The diverse range of languages enables a thorough investigation of the use of SNSs among college-level L2 learners in the United States, including both widely taught and less commonly taught languages. The findings of this study show that the target age group exhibits distinct preferences in their choice of social platforms for personal use compared to those used in L2 classrooms. Furthermore, the outcomes underscore the significant impact of age, gender, and the method of course delivery on the usage patterns of social networking sites.
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Karci, Durmuş, Cemal Özdemir, and Nuri Balta. "IN-CLASS AND OUT-OF-CLASS ANXIETY IN SPEAKING TURKISH AS A SECOND LANGUAGE." Problems of Education in the 21st Century 76, no. 6 (2018): 816–33. http://dx.doi.org/10.33225/pec/18.76.816.
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Turkish is spoken by a large number of people in a wide geographical area and teaching Turkish as a foreign language is a subject that gains importance nowadays. This research employed a quantitative survey strategy to address the issue of anxiety in learning Turkish language in and outside the classroom. Participants were 356 students of two high schools, one college and one university in Kazakhstan. Participants were given the Second Language Speaking Anxiety Scale (SLSAS), which was analyzed with: correlation to search for possible relations between anxiety, age, duration of studying Turkish, and Turkish course grades; MANOVA to assess the effect of gender and school type on students’ anxiety in speaking Turkish; and an exploratory factor analysis to identify factor structure of SLSAS. Additionally, an ANOVA was carried out on a second data set with 52 students to see any differences between students’ anxiety in speaking Turkish and English. The results of this research indicated that anxiety in speaking Turkish is weak and not related to students’ age, gender, years studying Turkish, and Turkish course grades. In addition, no significant differences were found between students’ anxiety in speaking Turkish and English. The only significant result was the relatively high anxiety of college students in the classroom. This research implies that anxiety in speaking Turkish does not differ so much from anxiety in speaking English.
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Beykont, Zeynep F. "‘Why didn’t they teach us any of this before?’." Australian Review of Applied Linguistics 35, no. 2 (2012): 156–69. http://dx.doi.org/10.1075/aral.35.2.02bey.
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This article examines youth assessment of the quality and success of languages provision. The discussion draws on data collected from students and graduates of Victoria’s 16 secondary Turkish programs in large-scale surveys (n=858) and follow-up interviews (n=177). Surveys revealed that upper secondary Turkish classrooms serve predominantly Australian-born Turkish students. Nine out of ten respondents rated their English language and literacy skills considerably higher than Turkish despite regular Turkish exposure beyond school, an average of four years of Turkish study, and a positive orientation toward Turkish maintenance in Australia. Thematic interview analyses indicated that informants found classes beneficial in expanding contexts and purposes of Turkish use, improving Turkish fluency and understanding, broadening cultural knowledge, deepening communication with family, creating a sense of belonging to the larger Turkish community, and helping students prepare for the comprehensive language exam. Across all sites, student motivation and learning were adversely affected by increasingly heterogeneous class composition and a lack of a cohesive Turkish-as-a-second-language curriculum. Youth recommendations included redesigning the curriculum to teach Turkish language and literacy skills systematically, emphasizing literacy development throughout the program, parallel teaching of Turkish and English writing styles, enhancing professional development, improving school outreach, and establishing prerequisites to prolong student participation.
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Ozerk, Kamil, and Stephen Krashen. "Subject Matter Teaching in Bilingual Education." ITL - International Journal of Applied Linguistics 131-132 (January 1, 2001): 1–10. http://dx.doi.org/10.1075/itl.131-132.01oze.
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Abstract Urdu and Turkish speaking children acquiring Norwegian as a second language learned more subject matter in bilingual classes than comparison students in monolingual Norwegian-only classes. Monolingual native speakers of Norwegian learned the same amount of subject matter in bilingual and monolingual classes.
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AVJU, Yeje. "Anadili Kazakça Olan Lise Öğrencilerine Oyunla Yabancı Dil Olarak Türkçe Kelime Öğretimi." International Journal of Social Sciences 7, no. 32 (2023): 26–40. http://dx.doi.org/10.52096/usbd.7.32.02.
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Abstract The aim of this study is to determine the effect of learning through games on Kazakh students' learning Turkish words as a foreign language. It is difficult to learn a second language without vocabulary. In this context, when teaching Turkey Turkish to cognate peoples, the pronunciation of the words should be especially emphasized because there are differences in their pronunciation since they have the same origin. When teaching Turkey Turkish to native Kazakh speakers, attention should be paid to the phonetic features resulting from the pronunciation of words. It is possible to eliminate pronunciation differences while teaching Turkish words to native Kazakh speakers through games. Games are areas where every student adds something emotionally and connects. The subject you want to explain or teach can be achieved very easily, without getting tired, with the help of games. While teaching vocabulary to A1-A2 level students whose native language is Kazakh, the teacher used games related to the subject and tried to measure the memorability of the learned words in this research. In the study, a case study, one of the qualitative research designs, was used and the data was obtained through observation. Data was collected through five different games called Kahoot!, What's That?, Silent Cinema, Select-Match and Hidden Words, which were applied to the students for 4 weeks. According to the findings, it was observed that Kazakh students willingly learned Turkish words faster through games. It was concluded that the use of games is effective in teaching foreign language Turkish vocabulary to Kazakh students. Key words: Turkish as a foreign language, Kazakh, game, word, teaching
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Atabek, Oguzhan. "Adaptation of creative self-efficacy scale into Turkish language." World Journal on Educational Technology: Current Issues 12, no. 2 (2020): 84–97. http://dx.doi.org/10.18844/wjet.v12i2.4639.
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The purpose of this study was to develop a Turkish version of the Creative Self-Efficacy Scale (CSES) and to explore its psychometric properties. Participants were 489 preservice teachers enrolled in a public university in Turkey (n = 489). Two-hundred-thirty-five of 489 preservice teachers (48.06%) participated in the first study for the exploratory factor analysis (EFA), and 254 (51.94%) participated in the second study for the confirmatory factor analysis. Two-hundred-sixty (53.2%) of the participants were studying in preschool teaching and 132 (46.8%) were studying in classroom teaching programs. CSES, which is a 3-item Likert-type English questionnaire, was translated into Turkish by the researcher. Eight researchers who were expert in Turkish education, English language teaching, educational measurement and evaluation, elementary education and educational technology fields participated in the back-translation and expert review processes. Scale scores did not differ according to sex, age, grade or department of the respondent. However, creative self-efficacy was observed to be related to design self-efficacy.
 Keywords: Creativity, creative performance, creative self-efficacy, creative teaching, scale adaptation.
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Demet, Kardaş. "The use of personalized texts for teaching Turkish as a second language." Educational Research and Reviews 11, no. 6 (2016): 252–59. http://dx.doi.org/10.5897/err2015.2538.
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Driessen, Geert. "Ontwikkelingen in Tl- en T2-Vaardigheidsniveau Van Turkse en Marokkaanse Leerlingen." Toegepaste Taalwetenschap in Artikelen 41 (January 1, 1991): 27–35. http://dx.doi.org/10.1075/ttwia.41.03dri.
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In this article the results of a large-scale investigation into the level of language proficiency are presented. The central question is whether there can be identified developments in first and second language proficiency of Turkish and Moroccan pupils. As a point of reference for the second language level of both non-indigenous groups the language level of their indigenous classmates is used. The sample consists of 120 schools and 368 Turkish, 254 Moroccan and 1582 Dutch pupils in the last year of primary education. The main results are: (1) the proficiency of Turkish is fairly good, while the proficiency of Arabic is extremely low; (2) there are large differences in the influence of moment of entrance in Dutch primary education between Turkish and Moroccan pupils with regard to their first and second language level; (3) because nowadays most non-indigenous children enter Dutch education in the first grade it must be expected that the level of (especially written) Arabic will go down further soon, this notwithstanding the fact that most Moroccan pupils attend some hours of Arabic language teaching every week; (4) compared with their indigenous classmates the Dutch language proficiency of Turkish and Moroccan pupils is very low, even after controlling for moment of entrance and socio-economic milieu.
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Seda, ÖZTEKİN, and BAŞTÜRK Şükrü. "Word Frequency in Teaching Turkish as a Foreign Language: An Example of Anatolian Stories Series (A1-A2)." INTERNATIONAL JOURNAL OF HUMANITIES AND ART RESEARCH 8, E.Ş. Special Issue (2023): 67–85. https://doi.org/10.5281/zenodo.8262428.
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Man is the only creature in the universe that uses language by expressing his social communication skills with words. Due to this feature, every individual needs language. There are an average of seven thousand languages in the world, each of which is related to a language family. Although the alphabets of the words and the way they are written change in expressions, the ideas, feelings and thoughts that are wanted to be expressed can be expressed with the language they use. Every language has its own culture, values and rules. The vocabulary is the mirror of the language and the expressions used in the language also express the power of the language. Turkish is a very rich language thanks to its centuries-old history in terms of vocabulary. Millions of people in many countries in the east, west, south and north of the world speak Turkish as their mother tongue or as their mother tongue. This shows the world's interest in Turkish and this interest is increasing day by day. For this reason, teaching Turkish as a foreign language has become an important field. It is known that a systematic teaching style should be adopted at the beginning of the most important elements in language teaching. For this, scientific studies are needed. As a result of the need for language learning, which has been going on for centuries and will continue as long as humanity exists, foreign language teaching, which has been carried to different and advanced dimensions over the years, has been put into a system towards the middle of the 1900s. In this way, the frequency studies, lecture techniques, and studies on preparing course materials that we are examining today shed light on how language teaching should be. Teaching Turkish to foreigners has continued since the day Turks started to communicate with other nations. Language teaching, with the studies prepared by scientists in the past, enabled important steps of the stairs to be climbed and allowed Turkish teaching to settle in a systematic way. Today, Turkish education is given to foreigners, taking into account the achievements of the Common European Framework of Reference for Languages (D-AOBM). Frequency studies are important in teaching Turkish to foreigners in order to be able to teach vocabulary appropriate to the levels. Vocabulary teaching is currently carried out by Turkish teachers during the lesson. Textbooks that significantly support the lecture and storybooks suitable for levels are also important parts of vocabulary teaching. The general content of these course materials is suitable for the levels according to the conclusion reached in the direction of the academic studies, but in order for a course material to be fully prepared in accordance with the level, extensive research should be done and then taught to the students. The course materials also contribute to the reinforcement of the correct words that the target language learner should use in daily life after the lesson. Especially since the story books deal with the words and phrases in which the daily language is spoken, by telling the subject, they help the words and phrases to be better remembered and consolidated. Considering the deep-rooted history of Turkish and the power it has created by spreading over wide geographies, it is possible to say that the factors affecting the vocabulary of the above-mentioned descriptions are as follows: The social beliefs, religious beliefs, traditions, cultural elements of the people who live the language and those who keep it alive, the interaction of the society with people-groups belonging to different cultures; such as marriages with different cultural identities, commercial relations. There are many academic studies on teaching target words according to levels in teaching Turkish as a foreign language. From these academic studies, the most frequently used target word lists in Turkish were determined for A1-A2 basic level Turkish teaching. In the course materials used in the field of teaching Turkish as a foreign language, these lists and D-AOBM gains are taken into account and Turkish as a foreign language is taught. The course materials, which are prepared by using the target words intensively in the text content, help the target audience to adapt to the daily life faster by adapting to the language. Teaching appropriate words helps the individual to prepare for the country he or she wants to live in, its culture and rules. The aim of this study is to contribute to the language teaching systematic that has an important role in language teaching and is needed, and to examine the compatibility of the vocabulary elements in the determined story set with the vocabulary acquisitions of the Common European Framework of Reference for Languages (D-AOBM). Document analysis, one of the qualitative research methods, was used in the study. During the data collection phase, first of all, five books in the Anatolian Stories Series prepared by Yunus Emre Institute were obtained from the library of Bursa Uludağ University ULUTÖMER In the findings section, in order to determine the vocabulary in the story books, the stories were first transferred to the computer as a page-line index, provided that the current page numbers were fixed. In the second stage, the page-line index was converted to a word index. A frequency list was prepared by making a word frequency study for each story. The frequency list, which includes the words of the five stories created, has been added to the findings section. In the conclusion part, the frequency of use of all story books was examined and interpreted. In the study, the compatibility of the story books in the Anatolian Stories Series prepared by Yunus Emre Institute with the DAOBM vocabulary acquisitions was questioned, and in the conclusion part, the frequency indexes in different books were compared with the Anatolian Stories frequency index and comments were made. It is aimed that this study will set an example for new language teaching materials to be prepared.
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Çanakli, Levent. "The effect of multilingualism on the writing skills of Moroccan students learning Turkish as a foreign language (A1-A2)." African Educational Research Journal 10, no. 1 (2022): 84–93. http://dx.doi.org/10.30918/aerj.101.22.014.
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As in teaching other languages, the most difficult of the four basic skills in teaching Turkish as a foreign language is writing; it includes very different strategies from sequencing to analysis and synthesis. In addition, foreign language learners tend to transfer the forms and meanings of their own culture and language to the target language and culture. Transfer means mutual benefit to be taken from their mother tongue as well as the other language(s) at the students’ disposal and it can be observed more in bilingual or multilingual individuals. In this sense, interfering negative transfer is a type of transfer that can exhibit itself as words, affixes/suffixes and syntax, while bilingual or multilingual individuals learn Turkish. The primary purpose of this study is to identify the mistakes caused by interfering negative transfers, show the effect of multilingualism on students, and help the instructors of Turkish as a foreign language. The study group consisted of 115 Moroccan students at the level of A1-A2 who learnt Turkish in the second and third course period of the 2021-2022 academic year at the ULUTÖMER language teaching center of Bursa Uludağ University. The writing skills course papers of these students at the A1-A2 level the end-of-course exam were chosen as samples. The research model was qualitatively patterned, and the research data were obtained through document analysis. The writing skills course examples included in the study were examined using the scanning technique. As far as the goals of this study are concerned, it was found that the participant students benefited from their mother tongue as well as the other languages at their disposal in their writing skills the end-of-course exam papers. The writing skills of the end-of-course exam paper of the students were evaluated within the framework of the titles of words, affixes/suffixes and syntax. This study is significant in the sense that it reveals which languages at their disposal the Moroccan students benefit from when they use Turkish in their writing skills course. After identifying the interfering negative effects of the languages that the students knew over the target language, suggestions were offered about how to eliminate those negative effects.
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ÖZDEMİR, Ayşegül. "IDIOMS IN TEACHING TURKISH AS A SECOND LANGUAGE: COMPARISON OF TWO DIFFERENT TECHNIQUES." International Journal of Languages' Education 1, Volume 5 Issue 2 (2017): 52–58. http://dx.doi.org/10.18298/ijlet.1736.
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Altun, Ergün. "An Important Problem in Teaching Turkish as a Second Language: -mXş Indirectivity Marker." Procedia - Social and Behavioral Sciences 116 (February 2014): 2790–93. http://dx.doi.org/10.1016/j.sbspro.2014.01.657.
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Kurt, Ozlem. "The Historical Development and Role of Turkology Centers in the Central Balkans and Their Impact on Teaching Turkish as a Foreign Language." Balkan Research Journal 1, no. 1 (2024): 55–63. https://doi.org/10.69648/ykdt4384.
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Turkish has always been a matter of curiosity and need outside the borders of the Republic of Turkey. Turkology, which investigates Turk- ishness, the Turkish language and dialects, as well as Turkish culture, civilization, and history, started to develop as a discipline in 19th-century Europe before quickly gaining prevalence. The study of Turkish as a scientific language in the Balkan geography started after the Ottoman Empire had withdrawn from these lands. The first Turkology center in the Balkan geography was established at the University of Belgrade, and the primary purpose behind its establishment was the Serbs’ need to know Turkish to be able to understand their own language and cul- ture. After Belgrade, Turkology centers were opened in other Balkan cities such as Sarajevo and Skopje, and various studies were also being carried out. This study aims to reveal the establishment and historical development of Turkology as a branch of science in the central Balkan countries. Alongside the Turkology centers, the study also discusses the history of teaching Turkish as a foreign language (TTFL) in this region by using qualitative research methods. Based on the obtained data, two main reasons are seen to have emerged for Turkology studies to begin in central Balkan countries. The first has been concluded as the need for the Turkish language to carry out more detailed studies on their language and culture. The second is the presence of the indigenous Turkish people living in North Macedonia and Kosovo.
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Aydınlı, Julie, and Deniz Ortaçtepe. "Selected research in applied linguistics and English language teaching in Turkey: 2010–2016." Language Teaching 51, no. 2 (2018): 210–45. http://dx.doi.org/10.1017/s0261444818000010.
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In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.
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Polatcan, Faruk, Onur ER, and Ismail Coban. "An Analysis of Relevant Studies on Language Learning Strategies in Teaching Turkish as a Foreign Language." Shanlax International Journal of Education 9, S2-Sep (2021): 68–76. http://dx.doi.org/10.34293/education.v9is2-sep.4372.
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It is clear that language learning strategies play very important roles in the understanding of language learning processes, as well as in the skills students develop in learning a foreign or second language. In this study, studies on language learning strategies in teaching Turkish to foreigners were examined. In this context, content analyses of 24 studies published by 2021 were carried out. While scanning design was used in most of the reviewed studies, the Oxford Language Learning Strategies Scale (1990) was used as a measurement tool. As a result of the studies, it was found that women from foreign students who learn Turkish as a foreign language use language learning strategies more effectively than men, and the use of language learning strategies remains as age increases. As a result of the research, the lecturers were advised to guide students’ language learning strategies and to use their language learning strategies in lessons. Regarding the use of language learning strategies, it has been recommended to researchers at different language levels and to conduct research with larger populations.
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Baytar, Birtan, and İsmail Çakır. "A Comparison of Monolingual and Sequential Bilingual Tertiary Level Students on the Relationship Between Analytic Language Knowledge and Metalinguistic Awareness." Journal for Foreign Languages 14, no. 1 (2022): 147–76. http://dx.doi.org/10.4312/vestnik.14.147-176.
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Analytic language knowledge has often been highlighted among experts in the field, and its potential effects on metalinguistic awareness have been of great interest to researchers. This study aims to find the relationship between analytic language knowledge and its potential effect on metalinguistic awareness. A total of 210 tertiary level students from three different public universities in Turkey participated the study. The subjects were studying in three different departments: History and Philosophy (i.e., with no analytic language abilities and monolinguals), Turkish Language and Literature (i.e., studying Turkish, their mother tongue, analytically and monolinguals), and English Language Teaching and English Language and Literature (i.e., studying English, their second language, analytically and sequential bilinguals). The participants were asked to complete a demographic questionnaire and a test (adapted from Ter Kuile et al., 2011) written in Indonesian in order to evaluate their metalinguistic awareness, and the results were compared among the departments. The data gathered through the questionnaires were analysed using IBM SPSS 22. The results show that the participants from English Language Teaching and English Language and Literature performed significantly better than the other two groups. No significant difference was found between the History, Philosophy and Turkish Language and Literature departments. The present findings empirically revealed that sequential bilinguals have a greater degree of metalinguistic awareness, and thus alternative curricula for different departments may be adopted in terms of supplementary language courses, and this is one of the implications of this study for future research. Students who have a background in multiple languages, for instance, may be able to enrol in additional language lessons under a plan that is developed by taking metalinguistic abilities into account.
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Aytan, Talat. "Evaluation of the 2006 and 2015 Turkish Education Program in Secondary School Curriculum in Turkey in Terms of Critical Thinking." Journal of Education and Learning 5, no. 2 (2016): 38. http://dx.doi.org/10.5539/jel.v5n2p38.
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<p>The objective of this study is to evaluate the primary school second stage Turkish Education Curriculum effectuated in 2006 and the secondary school Turkish Education Curriculum effectuated in 2015 comparatively in terms of critical thinking. Of qualitative research designs, document analysis approach and content analysis were adopted for the study. The elements of aforementioned curriculums such as teaching approach, overall objectives, basic approach, basic skills, basic language skills, achievements, elements and methods were analyzed in terms of critical thinking. Both Turkish Education Curriculums have taken critical thinking as a basic skill, and have included critical thinking in the sections of overall objectives, basic approach and vision. On the other hand, 2006 Turkish curriculum is richer in methodological basis in terms of giving basic language skills, while 2015 Turkish curriculum is richer in terms of achievements.</p>
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Erarslan, Ali, and Ece Zehir Topkaya. "DEVELOPING A SCALE TO EVALUATE TURKISH PRIMARY SCHOOL SECOND GRADE ENGLISH LANGUAGE TEACHING PROGRAM." Avrasya Uluslararası Araştırmalar Dergisi 7, no. 20 (2019): 12–34. http://dx.doi.org/10.33692/avrasyad.664164.
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Oznur, Sevket, and Ejdan Sadrazam. "Principles in selecting children books in primary schools: North Cyprus case." Cypriot Journal of Educational Sciences 15, no. 4 (2020): 870–76. http://dx.doi.org/10.18844/cjes.v15i4.5069.
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Turkish language went into effect along with the arrival of the Ottomans to the Island in 1571. Since then the Turkish Cypriots have been using Turkish in expressing their customs and traditions and activities. Currently 400.000 people Turkish people on the Island speak, write and broadcast in Turkish. Soon after adapting the use of Latin alphabet by Atatürk in Turkey, the Turkish Cypriots began to use the new alphabet as their official language. At present, besides the Atatürk Teacher Academy, training primary education teachers, there are eight universities in North Cyprus. In all these institutions there are Turkish Language and Literature, Turkish Teaching departments and Turkish Preparatory Schools for overseas students. In this respect, our aim is to determine the primary school teachers’ (ATA graduates) criterion principles in selecting children’s books. The subject question will be dealt with in four sections. The first section includes introduction, under which the problem, aims, significance, numerical data, limitations, and definitions are dealt with. The second section discusses methodology, research model and stages through examples, data collection, analysis, and interpretation. Findings and interpretation will be presented in the third section. The summary, discussion and suggestions will be the scope of the fourth section.
 
 Keywords: Children Books, Turkish Education, Primary Education, Traditional Literature, North Cyprus
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Temür, Nezir, and Gülnur Aydın. "Profiles of Learners of Turkish as a Second Language in Terms of Acculturation Orientation, Psychological Adjustment, and Perceived Cultural Distance." Sakarya University Journal of Education 13, no. 5-Special Issue (2024): 863–82. http://dx.doi.org/10.19126/suje.1384070.
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When individuals encounter a cultural circle other than the one that constructs their memory, self, and consciousness, they are likely to experience some adaptation problems. Especially for individuals living in a foreign country, such problems can be much more diverse. Therefore, it is extremely important to examine such problems by focusing on the individual’s perceptions and experiences in various dimensions. The aim of this study is to determine the profiles of learners of Turkish as a second language in terms of acculturation orientation, psychological adjustment, and perceived cultural distance and the relationship between them. In line with this aim, the correlational method, one of the quantitative research methods, was preferred in the study. The sample group consisted of 300 learners at B2, C1 and C1+ language levels who were studying at Turkish language teaching centres of different universities in Türkiye in the 2022-2023 academic year. A 7-point Likert-type short scale developed by Demes and Geeraert (2014) consisting of the dimensions of acculturation orientation, psychological adjustment, and cultural distance was used as a data collection tool; the data were analyzed using the SPSS 26.0 statistical package program. As a result of the research, it was found that the participants, who exhibited different profiles in terms of scores according to gender, language level, education level, reason for coming to Türkiye, native language, and number of languages known, showed that as their orientation toward home culture increased, their orientation toward Turkish culture and perceived cultural distance scores increased correlatively; however, their psychological adjustment scores decreased. While no relationship was found between the participants' orientation toward Turkish culture and their psychological adjustment and intercultural distance perceptions, it was observed that as their psychological adjustment scores increased, their perceived cultural distance scores decreased. Finally, the results obtained from the study were interpreted and discussed in the light of the literature. Various suggestions were also presented to the researchers by mentioning the limitations of the study.
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OYAR, UZUN İrem. "SURİYELİ GÖÇMENLERE TÜRKÇE ÖĞRETİMİNDE ÖĞRETİCİ ODAKLI HAZIRLANMIŞ ÇALIŞMALARA YÖNELİK BİR META-SENTEZ ÇALIŞMASI." Uluslararası Türkçe Öğretimi Araştırmaları Dergisi 3, no. 2 (2023): 85–111. https://doi.org/10.5281/zenodo.10427180.
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Language teaching is one of the needs that emerged with the migration wave that started from Syria to Turkey in 2011. For this purpose, many institutions and organizations, especially the Ministry of Education and universities, have implemented various projects to meet this need. The PİKTES project is one of the most prominent among these projects. Various materials were prepared within this project’s scope and training was carried out. These steps are also reflected in scientific studies. Many studies were prepared on teaching Turkish to Syrian immigrants, interviews were held with the instructors in this discipline, the problems encountered in this discipline were mentioned and their suggestions were asked. Lack of materials, lack of programs, mixed classes, physical conditions, communication, and adaptation problems are some of these problems. However, in the interviews with the instructors, it was seen that the experiences of the instructors in teaching Turkish as a foreign/second language were not emphasized much. However, no undergraduate program exists, so the instructors work from different disciplines. Therefore, this study aims to determine the effects of the professional backgrounds of the instructors and their competencies in teaching Turkish as a foreign/second language. For this reason, these studies, in which the teachers were preferred as participants, were examined and the role of the instructors in the process was tried to be determined. For this reason, the meta-synthesis method was preferred in this study and the related studies were examined under various titles by comparing them. First, the descriptive features of the studies were determined, and then the findings of the studies were evaluated. As a result of this evaluation.
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KARABULUT, Aslıhan, and Yesim KESLİ DOLLAR. "The Use of Translanguaging Pedagogy in Writing Classes of Turkish EFL Learners." Participatory Educational Research 9, no. 6 (2022): 41–65. http://dx.doi.org/10.17275/per.22.128.9.6.
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Despite the blurred boundaries among languages and classroom evidence contrary to the implementation of monolingual pedagogies, the dominance of monolingual policies for teaching foreign languages continues to persist. To provide foreign language learners with an appropriate bilingual pedagogy and target one of the most challenging second language (L2) skills, this study aimed to explore the role of translanguaging pedagogy (TP) in writing classes and participants’ perceptions regarding its implementation in English as a foreign language (EFL) context. The participants (n=63) at the English prep school of a state university were assigned as one control and two experimental groups. Throughout one semester, the first experimental group was exposed to TP in their writing classes, whereas the second one learned writing through the translanguaging instructional cycle excluding their mother tongue (L1). The control group had product-focused English-only writing classes. Quantitative data collected via four in-class writing tasks (WTs) from three groups were analysed using inferential statistics. A weekly questionnaire regarding the first experimental groups’ perceptions of TP was conducted. The results revealed significant gains in task achievement, lexical and grammatical range and accuracy, and cohesion and coherence favouring TP and the participants found the implementation of TP useful in helping them improve in a variety of aspects in their English writing classes.
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ÇAPOĞLU, Erhan. "Pre-Service Turkish and Classroom Teachers’ Views on Root Values." Sakarya University Journal of Education 13, no. 5 (Turkish) (2023): 826–42. http://dx.doi.org/10.19126/suje.1384109.
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Values are the building blocks of a society; they create societies and contain their characteristics. Accordingly, the teaching of values is very important for a society. The role of teachers in the teaching of values is large. In the 2019 curriculum for Turkish language classes, such values are also referred to as ten root values. Therefore, it is necessary for teachers and pre-service teachers to know the ten root values in the Turkish language teaching programme in terms of teaching values. In this study, the views of pre-service Turkish teachers and pre-service classroom teachers on root values were analysed. The study group consisted of a total of 60 pre-service teachers from Turkish education (30) and classroom education (30) programmes who were studying at a public university in the second semester of the 2021-2022 academic year. A semi-structured interview form consisting of five open-ended questions was administered to these pre-service teachers and the obtained data were analysed with content analysis. When the results of the research were evaluated, it was concluded that pre-service Turkish and classroom education teachers considered values to be basic elements. Pre-service teachers described the role of values in education as supportive, while pre-service Turkish teachers also described the concept as necessary and pre-service classroom teachers described it as a way of raising useful individuals. It was concluded that both groups viewed root values as the values people should have, and the values they viewed as priorities were love and justice. Both groups suggested that empathy be added to the root values. Despite some differences, Turkish and classroom education pre-service teachers generally shared the same views on values and root values.
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Süğümlü, Üzeyir. "A Case Study on Teaching Turkish through Distance Education." International Journal of Psychology and Educational Studies 8, no. 1 (2021): 174–90. http://dx.doi.org/10.17220/ijpes.2021.8.1.278.
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The purpose of this study was to examine the status of secondary school Turkish education in distance education during the COVID-19 pandemic period in Turkey according to the opinions and observations of Turkish teachers. The fact that there are no studies examining the use of distance education in secondary school native language teaching constitutes the reason for the research. The research was carried out by the case study, one of the qualitative research designs. The participants of the study group in the first phase were 30 secondary school Turkish teachers, who worked in various schools in Turkey and taught online distance education courses in the spring semester of 2019-2020. The participants of the second phase of the study were 16 Turkish teachers who meet the above criteria. A semi-structured interview was held with the first group, while participants of the second group prepared observation reports on their live courses. The data collection tools of the research consist of a semi-structured interview form and a course observation form. Data collection tools were transformed into online forms and delivered online to the study group. The data of the research was collected over a period of one month and the document analysis technique was used to collect the data. The research data were analyzed using the content analysis method. The categorical analysis, one of the types of content analysis, was used in the study. The data analysis was performed with MAXQDA 2020 qualitative data analysis package program. Visualizations were made with the program used. For data analysis reliability, direct transfer statements were given from the codes where the opinions were concentrated. As a result of the study, it was concluded that the teachers faced with negativities intensely and they could not teach Turkish properly with distance education.
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Sarıkaya, Bünyamin. "Preservice Turkish Teachers’ Attitudes Towards Anatolian Dialects." International Journal of Education and Literacy Studies 7, no. 1 (2019): 42. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.42.
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The term dialect refers to a variation of a language that is peculiar to a specific place, city or region, and therefore, can be regarded as the richness of that language. This study aimed to investigate preservice teachers’ attitudes towards Anatolian dialects. A screening model was used. Study sample consisted of 143 first-, second-, third and fourth-grade students of the Department of Turkish Language Teaching of the Faculty of Education of Muş Alparslan University in the fall semester of 2018-2019 academic year. Data were collected using the “Attitude Scale towards Anatolian Dialects” (ASTAD) developed by Pehlivan (2012). It is a Likert-type scale consisting of 22 items and 4 subscales. Data were analyzed using the Statistical Package for Social Sciences (SPSS) for Windows 22.0 at a significance level of 0.05. Results showed that participants had a moderate level of attitude towards Anatolian dialects. Participants’ attitudes towards Anatolian dialects significantly differed by bilingualism and grade while gender, mother’s and fathers’ educational levels, and socioeconomic status had no significant effect. Based on the results, it is recommended that activities, seminars and conferences be held to inform teachers and preservice teachers about what to do when they encounter students speaking local dialects. Parents and students should also be taught that local dialects are the richness of languages but that they should not use them in school environment.
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Başar, Serhat. "Teacher Cognition in Grammar Teaching: A Case Study in a Turkish EFL Context." International Journal of Modern Education Studies 4, no. 2 (2020): 57. http://dx.doi.org/10.51383/ijonmes.2020.51.
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This Language Teacher Cognition (LTC) study primarily explores language teachers’ beliefs and practices about a common Instructed Second Language Acquisition (ISLA) construct: Grammar Teaching (GT). This study also aims to investigate to what extent teacher beliefs and practices compromise with each other and cognitive and contextual factors behind their cognition. The data were collected through interviews, observations, and stimulated recall with the teachers. The findings after a cross-case analysis revealed that coursebook-based beliefs, experience-based beliefs, lack of theoretical knowledge and inclination for communicative activities influence what teachers believe about GT. There are both congruent and incongruent relationships between beliefs and practices varying from one teacher to another due to the effect of experiential knowledge, unconscious decisions, and some contextual factors. The findings can contribute to the integration of LTC into ISLA studies, and to LTC framework by exploring the effects of many variables on teachers’ decision making processes. Key words: Language Teacher Cognition (LTC), Grammar Teaching (GT), teacher beliefs, teacher practices
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Javid, Babayev, and Sadikhova Sayyara. "The Most Ideal L2 Teaching Method." International Journal of Religion 5, no. 7 (2024): 367–78. http://dx.doi.org/10.61707/nh76fk58.
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Though it is possible to see numerous researches on the so-called language teaching methods, there is still a pressing need to study them comparatively and from different angles. The article studies some specific methods with regard to covering language skills, mother tongue usage, usage of cutting-edge technological devices, comprehensibility gain. Besides, there is a strong focus on the conduction of the lesson regarding whether the lesson is student-centered, teacher-centered or self-centered. The aim of the article is to reveal the best language learning method combining the positive features of all language learning criteria. In the study, 20 local and foreign non-English speaking students with B1 level were involved in the experiment. They were divided into four groups which learnt English through a specific method. Most of the participants were locals except 6 who were of Turkish and Iranian origins. Speaking skill of the Iranian students was relatively better in comparison with others. At the end of the experiment, the comprehensibility gain of each group was graded accordingly. The Uniskills method proved to be the most effective and qualitative method compared to other methods in terms of coverage of language skills. The second effective method was CLT which also encompassed all four skills. It was revealed that the usage of mother tongue in English language learning is better than not using it. Since language input makes progress while using native language. Comparing the source and target languages makes a clear picture of language structure in the brain. Operation function is activated and cognitive skills develop significantly. It turned out that the usage of mother tongue in language learning is more effective and the students find the meanings of some unknown words obscure when they don’t use the native language. It became obvious that teacher-centered lesson is more efficient than the student-centered education.
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Ibrahim, Halil Topal. "YouGlish as a pronunciation resource: Voices from turkish EFL learners." i-manager's Journal of Educational Technology 20, no. 3 (2023): 7. http://dx.doi.org/10.26634/jet.20.3.20071.
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This paper explores the perceptions of English language learners about YouGlish (https://youglish.com/) as language support at the resource level. Data were collected through a focus group interview (FGI) with nine elementary EFL students in Turkey following a twelve-week website utilization. Findings indicated that authentic input, content diversity, and extracurricular learning opportunities were cited as strengths of the website, while the lack of progress checks and assessments and a competitive learning environment were viewed as weaknesses. Incremental pronunciation improvement at the segmental level was also reported by the participants. In addition, intelligibility, career opportunities, and emulation were cited as drivers of their desire for pronunciation improvement. Important implications for second language pronunciation learning and teaching were drawn.
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Üstünbaş, Ümran. "EFL Learners’ Use of Metacognitive Writing Strategies in Türkiye: A Descriptive Study." Journal of Higher Education and Science 14, no. 2 (2024): 240–49. http://dx.doi.org/10.5961/higheredusci.1364465.
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With a great emphasis on 21st century skills in education, the association between aspects involved in metacognitive awareness and second language learning and teaching has gained importance. To this end, strategy use, also part of metacognitive awareness and commonly associated with high level of language proficiency, has been an interest in second language learning research due to multi-faceted nature of learning a language and improving skills. One of those skills requiring use of cognitive skills and awareness is writing. Thus, this paper presents a mixed-methods study the aim of which is to examine Turkish English as a foreign language learners’ metacognitive writing strategy use in terms of its sub-dimensions. In line with explanatory sequential mixed-methods design, the quantitative data collected from 110 English as a foreign language learners with the upper-intermediate level of proficiency in a Turkish context were supported by the qualitative data collected through semi-structured interviews. The findings indicated that the level of these learners’ metacognitive awareness about writing strategy use was high but differed with respect to sub-categories of metacognitive awareness. Based on the findings, the paper suggests several educational implications to promote metacognitive awareness of language learners.
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Aydin, Gülnur, and İlke Altuntaş Gürsoy. "Willingness of Syrians Who Are Learning Turkish as Second/Foreign Language in Terms of Communicating in Arabic and Turkish." International Journal of Education and Literacy Studies 10, no. 4 (2022): 49–55. http://dx.doi.org/10.7575/aiac.ijels.v.10n.4p.49.
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Affective variables in the second/foreign language learning process affect success and proficiency in the target language. Being willing, one of these variables, draws attention as a factor affecting both academic and social success. The importance given to “communication” by the reference frames, programs and guidelines offered for language learning necessitates turning it into a skill. Skill can be developed to the extent of willingness. In this context, determining whether or not Turkish learners as a second/foreign language are willing to communicate or at what level they are willing will eliminate the problems by revealing the deficiencies and obstacles in communication skills. Moreover, it is of vital importance for the revision and reorganization of the language teaching process and practices. The aim of the study is to determine the level of willingness to communicate in Arabic and Turkish among Syrians learning Turkish in Turkey. A quantitative descriptive approach was adopted in the research. Among the non-random sampling methods, convenience sampling was preferred. The data were collected from 102 Syrian students, 35 females and 67 males, who were studying at university and registered with the Aydın Governorship Provincial Directorate of Migration Management. The Willingness to Communicate Inside and Outside the Classroom Scales developed in six-point Likert type, adapted by Al-Murtadha (2020) from McCroskey and Baer (1985) and Cao and Philp (2006), were used. Parametric methods were used in statistical analysis. The dependent groups t-test method was used to compare two different scale scores in a single group, and the independent groups t-test method was used to compare a single score in two different groups. As a result of the analysis; it has been determined that students’ willingness to communicate is especially high in their mother tongue, Arabic. It was determined that there was a significant difference in favor of Arabic inside and outside the classroom. There was no statistically significant difference between men and women for Turkish and Arabic.
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Kılıç, Bekir Sıddık, and Ali Göçer. "Türkçenin İkinci Dil Olarak Öğretiminde Dengeli Okuma Yazma Yaklaşımı Yazma Süreci Modelinin Uygulanması*." Uluslararası Türkçe Öğretimi Araştırmaları Dergisi 5, no. 1 (2025): 201–30. https://doi.org/10.5281/zenodo.15154936.
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In teaching Turkish as a second language, various challenges emerge in achieving a balanced and efficient development of basic skills. One major challenge is the development of writing skills. Research suggests that writing skills tend to develop more slowly than other skills in learning Turkish as a second language For this reason, this study attempts to solve the problems faced by learners of Turkish as a second language in learning and using writing skills efficiently through the Writing Process Model. That this model utilizes real-life experiences to overcome the learning problems and offers suggestions for instructors and researchers who share common challenges stands as a prominent feature of this study. Using this model, an action research design covering eight action plans was implemented with ten learners of Turkish in B1, B2 and C1 levels between December 12, 2022, and May 5, 2023. The research benefitted from qualitative data which were obtained through observations, interviews, reflective journals, and the documents produced during in-class activities. Descriptive analysis and content analysis were used to interpret the data. The findings revealed that the writing process model had a positive impact on the development of writing skills, in both form and content. It was observed that learners who were initially reluctant to engage in writing activities and hesitant to write in class became more willing to participate over time. Another finding is that students were able to integrate their reading, speaking, and listening skills within the activities implemented as part of the model.
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Mehmet, Canbulat, and Dilekci Atilla. "Difficulties encountered by both teachers and students in teaching and learning Turkish as a second language." Educational Research and Reviews 10, no. 9 (2015): 1335–46. http://dx.doi.org/10.5897/err2015.2137.
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Krause, Arne, Jonas Wagner, Angelika Redder, and Susanne Prediger. "New migrants, new challenges? – Activating multilingual resources for understanding mathematics: institutional and interactional factors." European Journal of Applied Linguistics 10, no. 1 (2022): 1–30. http://dx.doi.org/10.1515/eujal-2020-0017.
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Abstract New adolescent migrants from Arabic-speaking countries face complex challenges when participating in regular mathematics classes in Germany: They have been educated in their family language(s) and are obliged to adapt to a new (second or target) language and to different styles of teaching. In contrast, 3rd generation multilingual students, who usually are schooled in German only, have rarely ever used their family languages in mathematics. This poses different challenges for the introduction of multilingual teaching and learning. By comparing German-Turkish 3rd generation students and adolescent refugees from Arabic speaking countries, both in 7th grade, this paper argues for the epistemic importance of considering “multilingual profiles” (i. e. including individual languages and history of migration) for linguistic analyses as well as for didactical designs of learning opportunities. For this purpose, a functional pragmatic discourse analysis of transcribed video-data from bilingual mathematics sessions with up to four multilingual students was conducted. This allows to characterize discursive multilingual profiles and to distinguish different perspectives on and verbalizations of mathematical concepts (in this case: fractions) in classroom discourse. Furthermore, language-specific interfaces of mental and linguistic processes are unfolded which enable new insights into conceptual understanding. The analysis focusses on the languages German, Turkish and Arabic and on 7th grade mathematics classes. The paper shows that the activation of multilingual resources in mathematics classrooms sets a promising approach for a sustainable integration of migrants, since they are enabled to use their subject-related knowledge which, in the long run, holds the potential support for the acquisition of the target language on a pre-academic level.
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Driessen, Geert, and Kees de Bot. "Leerlingkenmerken en Taalvaardigheid in Het Turks en Het Nederlands." Leerderskenmerken 37 (January 1, 1990): 83–91. http://dx.doi.org/10.1075/ttwia.37.09dri.
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Evaluation of the effect of mother tongue teaching to migrant children in the Netherlands. Data are presented on first- and second-language proficiency of the Turkish sample (n=368). The aim of the investigation was to find out to what extent learner characteristics influence proficiency scores. It is concluded that the correlation between first and second-language proficiency is particularly low, which does not support Cummins' interdependency hypothesis. Interestingly parents' interest in school is an important global factor. Age on arrival appears to be of little importance for scores on the first-language tests. This suggests that children who have lived in the Netherlands for most of their lives, still show a continued development of their mother tongue.
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ERMAĞAN, Elif. "Book Review: Teaching Turkish Grammar to Foreigners." Kuramsal Eğitimbilim 16, no. 2 (2023): 478–81. http://dx.doi.org/10.30831/akukeg.1238909.
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In this study, Prof. Dr. Fatma Bölükbaş Kaya's work titled "Teaching Turkish Grammar to Foreigners" is aimed to introduce. This book consists of three main parts. In the first part of the book, information about the concept and types of grammar is given and the place of grammar in teaching Turkish to foreigners is explained. The reason why the author included this section is "Should grammar be taught in classes?" is to answer the question. In the second part of the book, the answer to the question of which grammar subject should be taught at what level is sought. Here, the author is based on the Common European Framework of Reference for Languages and the typological features of Turkish. In the third part of the book, how to teach grammar subjects of all levels is given. Here, examples are presented by giving information about the meaning of grammatical structures, how to teach, which techniques to apply and points to be considered.
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Kaya, Suat, and Ahmet Ok. "The second grade English language curriculum: Theory-practice congruence." Pegem Eğitim ve Öğretim Dergisi 6, no. 4 (2016): 491–512. http://dx.doi.org/10.14527/pegegog.2016.024.
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This study aims to provide a deep understanding about English Language Education Program to English teachers, students, curriculum designers and decision makers in Turkey. Recently, the Turkish educational system has gone through a transition from the 8+4 educational model to the new 4+4+4 model, which has led to an immediate need for the redesign of current English Language curriculum. Regarding English language education, in particular, this new system mandated that English instruction should be implemented from the 2nd grade onward. In line with this, the purpose of this study is to conduct a survey research to find out whether the new program has been implemented as planned in terms of materials, activities, and teachers' expected roles using process part of Stufflebeam's CIPP evaluation model. A questionnaire including the standards of the curriculum has been administered to a group of teachers who have been teaching English at the primary schools. Through cluster sampling method, 62 teachers have been selected as the sample. The data have been analyzed through descriptive statistics. The findings revealed that some of the teachers' roles were not congruent with standards of the curriculum, audio-visual materials were not utilized adequately and communicative activities were not applied in accordance with curriculum standards.
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Aslam, Muhammad Zammad, Talha Zammad Aslam, and Sami Barzani. "The Role of Technology in ELL Classes in Turkish Republic of Northern Cyprus." International Journal of Language Education 5, no. 2 (2021): 30. http://dx.doi.org/10.26858/ijole.v5i2.14109.
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In the contemporary English language classroom, technology keeps an important role to support language learning. The present research focuses only on the tools, i.e., Smart Boards, tablets/laptops, and LMS (online learning management system), which English language teachers utilize in their class at the level of English Preparatory School, BS and Master in the Turkish Republic of Northern Cyprus (TRNC). Moreover, the present qualitative and observational research examines the role of technology, which is utilized at the English Preparatory School in Cyprus International University to teach English to the learners who learn English as a Second Language. For the present research, the researchers collect the data through 2 interviews of the teachers who teach at Cyprus International University (CIU) and from an in-depth literature review. Through the findings of the present research, the researchers observe that: a) all the teachers in TRNC utilize technology, i.e., Smart Boards, tablets and LMS during the teaching of English language and English subjects, i.e., Multimedia (only for PowerPoint presentations); b) in TRNC, the technology helps the English Language Learners (ELLs) to enhance their language skills and make them independent language learners; c) in TRNC, teachers, and students who utilize technology in language learning process face technical challenges due to lack of knowledge or less familiarity with the technology. Hence, the present research would explore the pros and cons of technology and intends the knowledge of a teacher who would take an interest in teaching language through technology.
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Russett, Margaret E. "Language Strange: The Romantic Scene of Instruction in Twenty-First-Century Turkey." Publications of the Modern Language Association of America 133, no. 5 (2018): 1191–206. http://dx.doi.org/10.1632/pmla.2018.133.5.1191.
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Reflecting on my experience of teaching British Romantic literature at a Turkish university, this essay addresses the current conversation about global English by exploring the intersections among second-language literary study, translation theory, and Romantic aesthetics. It begins with a reconsideration of orientalism that traces a foreignizing impulse in canonical Romanticism, links this with Victor Shklovsky's concept of ostranenie (“estrangement”), and goes on to propose foreign language study as the exemplary instance of Romantic or Shklovskian aesthetic experience. Turning next to recent accounts, by Emily Apter and others, of Istanbul as the birthplace of “translational transnationalism,” I juxtapose the utopianism of contemporary translation theory with Samuel Taylor Coleridge's poetic ideal of “untranslatableness.” I conclude with a reading of Orhan Pamuk's novel Snow, particularly its homage to Coleridge's “Kubla Khan,” as a meditation on translatability, before briefly revisiting the Turkish Romantic classroom and its global English futurity.
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Gorsuch, Greta. "International teaching assistants at universities: A research agenda." Language Teaching 49, no. 2 (2016): 275–90. http://dx.doi.org/10.1017/s0261444815000452.
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International teaching assistants (ITAs) are Indian, Chinese, Korean, Turkish, etc. international students who have been admitted to graduate study at universities in the U.S.A. and Canada, and are being supported as instructors of undergraduate-level classes and labs in biology, chemistry, physics, and math. For the past 30 years, the number of ITAs has been increasing, and many departments at universities have come to rely largely on ITAs to cover their undergraduate teaching needs. As high-intermediate and low-advanced second language learners who must use their second language for professional purposes, ITAs face linguistic, social, professional, and cultural challenges. This is a learner population that deserves more attention, as I hope to establish here with this presentation of six research tasks. I have organized proposed research projects in such a way as to increase readers’ familiarity with this little publicized field, and also to relate the projects to different contexts of inquiry. By ‘contexts’ I mean ‘who is asking what and for what reasons.’ The two contexts of inquiry are: (1) Established areas of ITA program concern, including acquisition of fluency, prosody, and vocabulary; and (2) Working with ‘outside’ theories, such as the Output Hypothesis, and deliberate practice theory.
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de Jonge, Keryn, Olga Maxwell, and Helen Zhao. "Learning on the Field: L2 Turkish Vowel Production by L1 American English-Speaking NGOs in Turkey." Languages 7, no. 4 (2022): 252. http://dx.doi.org/10.3390/languages7040252.
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This study adopts the Speech Learning Model to investigate the first language (L1) influence as well as the effects of the length of residence and second language (L2) exposure on American English-speaking learners of Turkish in their productions of Turkish unrounded–rounded vowel pairs, with a particular focus on the vowel categories “new” to American English speakers (/y/, /œ/, and /ɯ/). L1 (English) and L2 (Turkish) speech samples were collected from 18 non-governmental organisation (NGO) workers. L2 experience was defined by whether the worker lived in an urban or regional environment in Turkey. Participants’ audio productions of the word list in L1 and L2 were segmented and annotated for succeeding acoustic analyses. The results show an interesting front–back variability in the realisations of the three vowels, including further back variants of the front vowels (/y/, /œ/) and more forward variants of the /ɯ/ vowel, with a substantial degree of interspeaker variability. While the analysis revealed no significant results for the length of residence, language experience was found to have a significant effect on the production of /y/ (F2) and /ɯ/ (F1/F2). This study forms a first step into the research of adult L2 acquisition in Turkish with a focus on L2 in the naturalistic workplace environment, rather than instructed settings. The findings of this study will contribute to the development of teaching materials for NGO workers learning Turkish as their L2.
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ÇAL, Pınar, and Elif ERDOĞAN. "The Views Of The Students Who Learn Turkish As A Second Language About Vocabulary Teaching With Activities." Uludağ Üniversitesi Eğitim Fakültesi Dergisi 31-Özel Sayı (June 3, 2018): 135–46. http://dx.doi.org/10.19171/uefad.430163.
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Türkben, Tuncay. "The effects of interactive teaching strategies on speaking skills of students learning Turkish as a second language." Dil ve Dilbilimi Çalışmaları Dergisi 15, no. 3 (2019): 1011–31. http://dx.doi.org/10.17263/jlls.631546.
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