Yabancılara Türkçe Öğretimi Ders Kitaplarında Çekimli Anlam Ünitelerinin Gramer Hiyerarşisi Bakımından Farklılaşması

Abstract

The purpose of this research is to determine how inflectional semantic units in Turkish textbooks for foreigners are handled across A1–C1 levels in terms of grammatical hierarchy, and to identify the outcomes resulting from this approach. The study was conducted using qualitative research methodology. Descriptive analysis was employed for data analysis. Document analysis and focus group interviews were utilized as data collection instruments. Through the focus group interview method, data were gathered from instructors and learners at Hacettepe University TÖMER. Due to the nature of the research, the document analysis method was applied to the textbooks. The scope of the study comprises the A1 C1 level textbooks from the Yeni Hitit, Gazi University, Yedi İklim, and Yeni İstanbul series, as well as the instructors employed at Hacettepe TÖMER and the students receiving education at the C1 level within the framework of the focus group interviews. The analysis within the textbooks was limited to the inflectional semantic units included in these books and the manner in which they are addressed. During the research process, a literature review was conducted, and the textbooks in the sample were classified by level and theme regarding inflectional semantic units. To enhance validity and reliability, the developed focus group interview was administered at Hacettepe University TÖMER; subsequently, the "Findings" section was established based on these interviews and the Turkish textbooks for foreigners. The textbooks were examined regarding inflectional semantic units and evaluated generally from the perspective of grammatical hierarchy.Research FindingsThe research findings revealed that learners experience more difficulty in distinguishing inflectional suffixes compared to derivational suffixes, and they acquire inflectional semantic units with greater difficulty than derivational semantic units. It was determined that inflectional semantic units in the analyzed textbooks did not display a balanced distribution on a level and thematic basis, a lack of methodological and terminological unity existed, certain inflectional semantic units were not covered at all, and no rationale was provided for these deficiencies. These conditions were observed to lead to learning difficulties among individuals learning Turkish as a foreign language.