Yabancı Dil Olarak Türkçe Öğretiminde İş Türkçesi: Aşçılık Hizmetlerinde Eşdizimlilik Ve Öğretimi

Abstract

There is a significant need for research and studies on the teaching of Turkish as a foreign language, particularly in the field of Business Turkish and its subfield, culinary services. Therefore, this study examines collocations in culinary services based on frequency and meaning, and designs activities for teaching collocations. Initially, the definition of Business Turkish is established through English examples, allowing the identification of the characteristics of Business Turkish in Turkish. Following this, Yeni Hitit Yabancılar için Türkçe, Yedi İklim Yabancılar için Türkçe, Yeni İstanbul Uluslararası Öğrenciler için Türkçe teaching sets at A1, A2, B1, B2, and C1 levels, used for teaching Turkish to foreigners in Turkey, are researched for activities pertaining to Business Turkish. The identified activities are determined to be introductory in nature for Business Turkish and culinary services. However, according to TÜİK data, culinary services are one of the top ten fields where foreign workers obtain work permits, and culinary services encompass various areas such as record-keeping, kitchen hygiene, meal preparation, presentation, and sales. Effective communication requires the use of appropriate words and word combinations in an appropriate style for the diverse areas covered by culinary services. Such word and word combinations are referred to as collocations in the literature. Foreign employees in culinary services must use area-specific collocations correctly. Therefore, identifying and teaching these collocation structures is necessary. To this end, this study first introduces the concept of collocations and discusses their characteristics. Subsequently, Turkish language materials prepared for native speakers focusing on culinary services in the YÖK and MEB databases are scanned to identify collocated terms. Accordingly, 9,167 synonymous structures related to culinary services are classified according to their formation methods and compared with the Frequency Terms Dictionary of Written Turkish (Göz 2013 and Aksan et al. 2017) and the Turkish National Corpus (Aksan et al. 2012). However, listing these collocations may not be fully beneficial to learners. Therefore, activities are designed for teaching the identified collocations using a task and content-based approac