Değerli Turkophone okurları,
Dergimizin 2016 yılı ilk sayısı ile karşınızda olmanın mutluluğu içindeyiz. Bu sayımız birbirinden değerli dört makale ile çıkıyor. İlki Vedat Ekmekçi’nin BELÇİKA’DA TÜRKÇE ÖĞRETİMİ VE SORUNLARI adlı makalesi. Bu çalışmada araştırmacı 1961 yılıyla başlayan ve 1964 yılında imzalanan işgücü anlaşmasının ardından yoğun bir şekilde Belçika’ya gelen ve buraya yerleşen soydaşlarımızın çocuklarına verilen Türkçe öğretiminin durumunu betimlemeye çalışmaktadır. Araştırma Belçika’daki iki dilli Türk çocuklarına verilen Türkçe eğitiminin güncel sorunlarını ortaya koyması bakımından önemlidir. İkinci çalışma Prof.Dr. Şerif Ali Bozkaplan ve Yasemin Karademirlidağ’ın YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNİN FARKLI YAŞ GRUPLARINDA MODELLEMESİ adlı makalesidir. Bu çalışmada ikinci yabancı dil olarak Türkçe öğrenen farklı yaş gruplarından öğrencilere uygulanacak öğretim modellerine örnekler verilmiştir. Bazı materyal örneklerinin de yer aldığı çalışmanın araştırmacıların ilgisini çekeceğini ummaktayız. Üçüncü çalışma Marmara Üniversitesi’nden Yrd. Doç.Dr. Erdinç Aslan’a aittir. Aslan, YABANCILARA TÜRKÇE ÖĞRETİMİNDE FACEBOOK ÜZERİNDEN SÖZCÜK ÖĞRETİMİ adlı çalışmasıyla Türkçe’nin öğretiminde son yıllarda sıklıkla tartışıla gelen sosyal platformaların dil öğretimindeki yerine ve önemine ilişkin önemli bir araştırmayı gündeme taşımaktadır. Bu sayının son çalışması, Prof.Dr. Murat Demirkan ve Yrd. Doç.Dr. Osman Coşkun’a ait TÜRKÇE’NİN YABANCI DİL OLARAK ÖĞRETİMİNDE DİNLEME BECERİSİNİ GELİŞTİRMEDE WEB RADYO VE PODCAST UYGULAMALARI adlı makaledir. Bu makalede ise Demirkan ve coşkun; hem son yıllarda sıklıkla dile getirilen web uygulamalarının dil öğretimine katkılarını tartışmakta hem de uygulama örneklerine yer vermektedirler.
Alana değerli katkılar yapan bu hocalarımıza huzurlarınızda bir kez daha teşekkür eder çalışmaların okurlara faydalı olmasını dileriz.
April 2016, 3(1)
|BELÇİKA’DA TÜRKÇE ÖĞRETİMİ VE SORUNLARI
Republic of Turkey Ministry of National Education send directive European Economic Community (1977) , in order to make teaching the children of our citizens to Turkish and Turkish culture expecially densely inhabited places every year. The purpose of this research is beginning after 1961 and then the labor agreement signed in 1964. İn this date intensive Turkish population came from the Turkey to Belgium and settled here. Aim of this research is determine the status of the Turkish teaching to their children and make the determination of the Turkish education situation and teachers problems who came from Turkey to teaching Turkish and Turkish culture lesson. Interview, was made with teachers and teaching sitiation was observed by researcher talked with the teachers according to form questions after resulting this data was used content analysis of qualitative data analysis techniques. İn this analysis themes and codes were constituted then which were explained.
Keywords: Mother Tongue, Bilingualism, Belgium, Turkish and Turkish Culture Teachers.
|YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNİN FARKLI YAŞ GRUPLARINDA MODELLEMESİ
Şeref Ali BOZKAPLAN, Yasemin KARADEMİRLİDAĞ
Learning a foreign language, language that only the properties of the language; not learn the grammar and accent features also encounter a new culture, that culture and learn to recognize each yönüyle- is folkloric and historical biosyntheses of palmitate. “New” in a language that people face, it’s own culture by recognizing the multi-dimensional case other people in the area and builds relationships between learning culture that makes comparisons and ultimately makes their synthesis. Secondary foreign language teaching an important part of the language training and other education process of the encounter of civilizations, there are many teaching-learning materials. These include the research done and done related to textbooks Kits- topics reflect the community, as well as supporting studies, aimed at guiding and teaching languages to gain many activities are also included. Our study aim, Turkish in middle and high school level learning as foreign languages German, Irish, French, Danish (held by the Comenius Lifelong Learning Project EU-National Agency support) still Spanish at the high school level, China and made with American students (Exchange Program of the EU-National Agency support) and college-level Moroccan, South- North-Central African, Iranian and Afghan students (Gediz University in TOMER) faced examine linguistic problems, reveals that struggled with what kind of linguistic classification throughout the learning process and to examine whether the benefit from which language learning strategies . This study attempts to find answers to the three research questions: Students learn how they describe linguistic problems, life experiences How does it help the development of linguistic competence of the students to recognize and intercultural competence, and in which language learning strategies in finally real communication helps to overcome the problems? In addition, examples of the importance of teaching the word is to describe the development of reading skills with a proposal to develop course materials. In the first part of the study, which, while Common European Framework and the learner in the B2 language level which will be discussed in the working word-level representations to, and then the word teaching / learning of the importance of the method used for the word education, the techniques and strategies, practical part of the course of processing and efficiency of the examination, then and the results will be included in the recommendations section. The aim of our study was to demonstrate that students from different age groups in the Turkish language teaching and modeling is described in Example materials.
Keywords: Turkish as a second foreign language, the National Agency for Lifelong Learning Projects, language teaching in TOMER, primary and secondary schools teaching Turkish as a foreign language.
|VOCABULARY TEACHING ON THE FACEBOOK IN THE TEACHING TURKISH TO FOREIGNERS
In this study, it focuses on the use of Facebook which is one of the Internet’s most common applications as an educational tool in Turkish Vocabulary Teaching to Foreigners. Facebook can be used in three different ways as the basis for this purpose looking at its contents. The first, the activity is carried out by creating a page or group. These activities can be not only shares of video, photos, music, and animation but also they can be methods teachers and students have used and found themselves. Secondly to take advantage the word games on the Facebook. These games can be used in vocabulary teaching because they have tutorial features although not directly aimed at the vocabulary teaching. Finally, Indirectly Vocabulary Teaching on the Facebook. Both translating program language into Turkish and surfing on the Internet, to learn new words unwittingly is realized in this way. In the study, the clear examples on this method are presented and the shares are examined.
Keywords: Facebook, Teaching Turkish to Foreigners, Vocabulary Teaching, Word Teaching.
Osman COŞKUN, Murat DEMİRKAN
Web radio is one of the media platforms that broadcast transiently through internet connection. Web radios involve digital volume and image files that recorded beforehand by means of podcast files. Mentioned files can be saved on computers, tablets, mobile and smart phones via various applications. Listening activities which are done through podcast contribute to language teaching in consideration of including up-to-date broadcasts, cultural factors and chosen from real life as they contribute to improve the listening comprehension skills. Computers, MP3 Players, tablets, smart phones are widely used in today’s new generation’s daily lives. When using these communication tools by taking advantage of the ease of Web 2.0, they can disseminate information and their abilities via these channels by using social media, blog, interactive dictionaries, web pages and podcast (pocket radio) without any difficulty. As browsing the history of podcast application, it is necessary to emphasize that the end of 90s and the beginning of 2000s was the era in which computer and internet technologies were widely used in education field. Podcast application basically emerged with the spread of the new technologies such as Web 2.0 internet sites and RSS. The application serving in many different fields undoubtedly remains as a very useful tool also in education. Podcast applications used within the scope of the ‘distance education’ in order to save time should not be confused with the podcasts that are used in language education. Podcast activities aimed at improving the skills in a foreign language education are directly prepared for the purpose of the course and in terms of the principles of language teaching. The implementation processes of podcasts will be examined from technical and pedagogical aspects throughout the study. The issue of which type of contributions do such activities may be to the teaching of Turkish as a foreign language will be examined by presenting podcast assisted application examples.
Keywords: Podcast, web radio, teaching Turkish as a foreign language, listening.