INTERNATIONAL JOURNAL OF LANGUAGES' EDUCATION AND TEACHING

11-27

Authors: Ahmet Zeki GÜVEN

Meeting social integration and cooperation, creating more healthy and qualified society is possible with individuals of the society as a result of internalising values and transfering these values to next generation. The society which protects its own values and transfer them into next generation will continue their existence in future. The most effective way of reaching this success occurs as a result of qualified value education be given to individuals. There is a great responsibility for both family and schools in terms of effective and productive value education. Especially, schools could make value transformation be more meaningful with not only just theoric education but with practical education. At this point, there is also a great responsibility for teachers. Teachers being a role model for students and performing value education with different activities can obtain more effective and more productive results at this point. Teachers’ courses taken in undergraduate education and in-service training in their career play an important role in this situation. So, the views of Turkish teacher candidates on value and value education was tried to be determined in this study. Semi-structured interview form based on qualititative method was used for data collection in the research. So, semi structured interviews were made with 15 students in 4th grade who study in Akdeniz University, Faculty of Education, in the department of Turkish Language Education and these interviews were decoded by noting and using voice recorder. Content analysis was used in data analysis. As a result of the research, Turkish teacher candidates in interview stated that values are common customs and traditions holding society together and passing down from generation to genaration. Also, Turkish teacher candidates indicated priority values which must be taught to middle school students as love and respect. Turkish teacher candidates who stated that there is no practice for value education in their training schools emphasised that especially, dramatisation and discussion methods must be benefited for teaching values more effectively and productively. Turkish teacher candidates stated that observation and interview with students’ family are the easiest way of determining whether middle school students gain any value or not. According to Turkish teacher candidates material examples which can be used for value education are short films, pictures and photos.

43-55

Authors: Ali TAŞTEKİN

Attributing different titles to the activity of teaching Turkish to non-native speakers is related to the perspective of those who conduct this activity. If Turkish Language teaching centres are sub-units of Schools of Foreign Languages and Departments of Foreign Languages of our Universities or teachers have a foreign language background, then the title “Teaching Turkish as a Foreign Language” is adopted and claimed to be universal. In determining success at teaching and learning, the psychological perception of the educational activity and the associational power of the words used are far more important factors than the teacher, students, educational environment and educational tools. For this reason, avoiding the negative connotations of the adjective “foreign” in the activity of teaching foreigners Turkish as spoken in Turkey would be beneficial. In order for the activity of Teaching Turkish as Spoken in Turkey to Turkic Speakers to be successful, it is crucial to dwell on the formal and contextual quality of the books written for this purpose. Almost none of the course books and supplementary books in the field of teaching Turkish to non-native speakers has taken Teaching Turkish as Spoken in Turkey to Turkic Speakers into consideration. The books written for the purpose of teaching Turkish to non-speakers should be examined thoroughly in terms of content and method and should be organized in accordance with the purpose and level of readiness of the target audience. Activities of Teaching Turkish as Spoken in Turkey to Turkic Speakers are still conducted at public and private primary and secondary schools and colleges as well as private courses by self-educated teachers who are trained within a master-apprentice relationship. Turkic populations who had long been parted by necessity have found the opportunity to reunite and turn towards common objectives after the dissolution of The Union of Soviet Socialist Republics. This recent state of affairs resulting from the use of various alphabets such as Arabic, Kirill, Latin by Turkic republics that declared independence and by autonomous and semi-autonomous Turkic communities or Turkic minorities living in various regions in the World have risen the need for a common communicative language and alphabet among the cognate people of those communities. For this reason, Activities of Teaching Turkish as Spoken in Turkey to Turkic Speakers have gained a particular significance today. Activities of Teaching Turkish as Spoken in Turkey to Turkic Speakers are still handled within the scope of “Teaching Turkish to Foreigners” and people who have no background of Turkish language are given the same curriculum as Turkic speakers. This causes students who have zero Turkish language background and the ones who have the basic structural knowledge of the language at a native level to be given the same education in the same classroom environment and same tests. In these classrooms where the students’ levels of readiness vary dramatically, half of the students are unable to follow the lesson. While teaching Turkish as spoken in Turkey to the Turkic speakers, the equivalence level of the words in the dialect to be taught must be taken into consideration. You can teach someone who knows nothing about a subject better than the ones that have different or inaccurate knowledge of the subject. The same applies to teaching Turkish spoken in Turkey to Turkic speakers. In order to decide which of The Turkic dialects is to be the common communicative language, we must pay attention to factors such as the geographical size of the land that the dialect is spoken in, the domain, the level of appeal and the power of the dialect in visual and print media. As Turkish spoken in Turkey is number one in almost all of these factors, it should be the common communicative language among Turkic speakers. When taught consciously in a classroom environment, the similarities and associations between the dialects would help Turkic speakers to learn Turkish language more easily; but when neglected, the result would be the opposite. To form the first texts with the common words in Turkic dialects in the books to be written for Teaching Turkish as Spoken in Turkey to Turkic Speakers would facilitate language learning. There is a need for a systematic study in terms of every aspect such as the title, the common alphabet, the books and materials to be produced and teaching methods to be used in Teaching Turkish as Spoken in Turkey to Turkic Speakers. The characteristics of Turkish dialect spoken in Turkey and other Turkic dialects are still not considered in the activities conducted on the subject; and the activity is considered as foreign language teaching instead of teaching another dialect of Turkish language. It is considered that Turkish as spoken in Turkey should be the common communicative language among the Turkish world and for this reason it is crucial to teach it to people who speak other dialects of Turkic languages. First of all, common and similar semantic, vocal and structural units in the dialects must be identified and texts and methods that emphasize these similarities must be determined. Teaching Turkish as spoken in Turkey should be divided into two main sections as “Teaching Turkish as spoken in Turkey to Native Turkic speakers” and “Teaching Turkish as spoken in Turkey to Non-native Speakers” and teaching methods and educational tools should be determined accordingly. “Teaching Turkish as spoken in Turkey to Native Turkic speakers” should also be classified into groups. For example, under the sub title of “Teaching Turkish as spoken in Turkey to Turkic speakers”, specific course books for “Azerbaijan Turks, Kirghiz Turks, Kazakh Turks, Uzbek Turks and Turkman Turks, etc.” should be prepared in order to teach them Turkish as spoken in Turkey. In addition, instead of grammar based methods, techniques that give grammatical knowledge subtly should be preferred in Teaching Turkish as Spoken in Turkey to Turkic Speakers. While teaching Turkish to adults that come from various parts of the world with various language knowledge and skills, we should benefit from the power of pictures and shapes which are considered the common language of humankind. The sentence, which is the basic component that states a meaningful idea, should be taken as basis while teaching the language; and for the ones who do not know the Turkish alphabet, firstly letters, which are the smallest units of written language, should be comprehended by means of alphabets with pictures. Instead of making students memorize words, the meanings and forms of the words should be presented within the sentences while tenses and personal pronouns and endings should be comprehended within the sentence. While teaching sentences; first, correct pronunciation of the sentence, the meaning and correct articulation (first oral and then written) of the sentence, and then how to analyse the sentence structure and produce similar sentences should be taught; stress, intonation and spelling rules should be comprehended by means of sentences. Teaching Turkish as spoken in Turkey to Turkic speakers and Teaching Turkish to foreigners are still considered the same. A state policy has to be formed on this matter; the scope, content and teaching method of teaching Turkish to non-native speakers must be evaluated based on scientific criteria and measures must be taken in terms of professional Turkish language teaching. In a word, new measures must be taken and scientific studies must be conducted for the activity of Teaching Turkish as Spoken in Turkey to Turkic Speakers in terms of fields varying from raising course teachers, producing course books, determining the method and location of the class to the production and selection of educational tools..

71-85

Authors: Alparslan Oymak

The views of Western World on the East and thus on the Ottoman and Turkey within the framework of orientalism are obvious. But how did the Ottoman and then Turkey viewed India which is located in far more east? It is worth studying how India is viewed by Turkey with regards to the recent concept of “Ottoman Orientalism”. In order to answer this question, it would be wise to look at the Indian travel books from 18th century until the end of 20th century. Owners of these travel books form a group changing from statesmen to the intellectuals, from newsmen to authors. All these travelers were looking for a similar fabulous context when they first met India. While some of the travelers who had grown up with the Eastern tales such as the 1001 Nights were disappointed with what they found, some others were able to get the mystical context they were expecting to find. It is interesting that, almost all authors view India through an orientalist perspective. The architecture of the country and its developed city centres bring about the comparison between Turkey and India. Then, when one sees the life away from the city centre, the concept of “Civilization” is questioned. So it is seen that, Turkish people who are regarded to be uncivilized by the Western people, think the same for the Indians. There are prejudices against the Indian life style and beliefs. Consequently; Turkey’s view on India is similar to the view of the Western World on Turkey

102-114

Authors: Cem ERDEM - Ali YAKICI

With technological developments, communication devices cause increasing and accelerating of interaction between societies. With this interaction, people have been eager to learn foreign languages. Learning foreign language is related with using it in context and using in tune with language comprehensions. Listening comprehension which develops as a first skill constitute important field in studying foreign languages. The purpose of this dissertation is to describe the quality of educational activity and listening proficiency which are substantial for Turkic studies departments in Poland. In this study implements quantitative method has been used. In this research, in order to determine the listening proficiency, the relational cross-hatching model has been used, which is a kind of survey model. For determining of listening proficiency study implements both test and conversation practices. The first part of practice listening test which was done with 34 students. Second part of practice which was interview technique has been implemented. Conversation which was done to determining level of listening has been performed with 6 students. Results were tabulated with a statistically independent sample test and single factor analysis of variance (Anova). The survey was carried out in 2012-2013 and 2013-2014 academic years in spring semesters. Thirty four students of the third year of Turkic Studies departments in Poland have been chosen with the stratified random sampling method. As a result of the survey, significant differences listening, comprehension among students who attended the survey has been determined. Additionally, results have shown that curriculum has to look back on and design at it again.

131-143

Authors: Cihan ÖZDEMİR - Fahri TEMİZYÜREK - Latif İLTAR

Today, it is most likely to come across our people who have varied status like students, teachers, workers, employers and intellectuals in many parts of the world. It can be seen that as a substantial number of our citizens also live in the Middle East countries. In this study, it will be focused on Lebanon that is a country famous by its many features, present problems and is referred to media very often but less known in the world with the issues we will study on this paper. We will try to study, in this article, the presence of Turkish language, culture, society and citizens in Lebanon which have not been studied enough till now by the researchers both living in Turkey or abroad.

172-194

Authors: Erhan Yeşilyurt - Abdullah ŞAHİN

Proverbs and idioms our cultures reflection in the language and one of our literature-rich products. A lot of research and pass in the Turkish Teaching Programs shows that this anonymous products important for our language. Also proverbs and idioms are required for the transfer of culture. In this study, teaching books were examined which written to teach Turkish to the English in the Ottoman period. Phrases covers more ground than proverbs our language. It is the same in the books which written to teach Turkish to English. There is special chapter for proverbs and the English meanings in some books which written to teach Turkish to English. The majority of this books were written by the people who came for working for agree simply. In the research, the authors recognition of the importance of the proverbs and idioms in language teaching was seen at the book writing. Properties and structure of the Turkish language should be respected at the new teaching books. Proverbs and idioms are important parts of our culture. Despite the many studies, It is observed that our values started to be kept. Fort his reason, everyone should have the awareness of Turkish language and proverbs and idioms should be used operably.

203-213

Authors: Fethi Kayalar

The aim of the study is to determine such influences as gender, age, the type of native alphabet, academic branches and academic achievement on learners' Turkish language anxiety in the context of Turkish Universities in the first academic term of 2014/2015. In an effort to delve into the issue of affective variables related to Turkish language learning, we tried to determine the extent to which foreign students in some universities perceive Turkish language learning anxiety in terms of gender, age, native alphabet and native country and to see if there is any significant difference in terms of their academic branches to learn Turkish Language and academic achievements in tests of Turkish Language. For this purpose, a 16-item scale with a five Likert-type was used. The questionnaire was applied to 133 beginner level and lower intermediate level Turkish Language learners in Atatürk University, Erzincan University, Ondokuz Mayıs University, and Gazi University. After analysing the collected data, the findings indicated that academic branches and non-Latin native alphabet can be considered as a significant anxiety factor for foreign students learning Turkish language for education in Turkish Universities. The study also offers some context-specific pedagogical implications, suggestions and ways to decrease learners’ anxiety for Turkish Language teachers and practitioners.