Türkçe Zaman Eklerinin Görünüş Özelliklerinin Yabancı Dil Olarak Türkçe Öğretimine Yansımaları

Abstract

The field of teaching Turkish as a foreign language continues to evolve through diverse and multifaceted research. In addition to the core skills, studies focusing on culture, grammar, and classroom management are also being conducted in this area. This study focuses on the field of grammar teaching, which is an absolute necessity for the use of basic skills. Specifically, the teaching of basic tenses has been the subject of investigation. The approach taken by Turkish teaching sets in teaching tenses, and which functions of the predicative elements are included, have been examined. Based on this, the consistency of these structures with the target functions has been questioned. The criterion of this study in this context has been the aspect perspectives systematized by Lars Johanson in Turkish. Within this framework, it has been determined that Turkish teaching sets include uses of predicators that indicate different tenses. Additionally, the examination results revealed that different functions and meaning areas are included. It is clear that these sets require non-primary functions and that these also exist in the language. However, it has been observed that grammar structures, which are instrumental in the correct use of language skills and consequently in achieving accurate communication, are presented to learners with unlabeled different dimensions. In this context, a model proposal has been presented that can both highlight the functional distinctions and support a holistic understanding of the structures, utilizing aspect perspectives. In the model called the Stepped Function Model; an attempt at an instructional style progressing from the common area to the rare area, paying attention to the frequency of use of functions and selected verbs, has been presented. It has been evaluated that conducting teaching applications in this way would be a clear style with a deductive approach rather than continuously and rapidly adding functions in the eyes of the learners.