Yabancı Dil Olarak Türkçe Öğretiminde Halk İnanışlarının Yeri

Abstract

The aim of this study is to determine how often and how folk beliefs are included in the textbooks of teaching Turkish as a foreign language, and to offer suggestions on how to benefit from folk beliefs. In this context, the B1, B2, C1 levels of Gazi Yabancılar İçin Türkçe, Yedi İklim Türkçe, Yeni Hitit Yabancılar İçin Türkçe and İstanbul Yabancılar İçin Türkçe textbooks were examined. Document analysis method, one of the qualitative research methods, was used in the research, and content analysis technique was used in analyzing the data. Findings of folk belief in all books were evaluated according to the way they are used, the visual-content harmony, and the activities that students would reinforce what they learned. As a result of the examination, the findings about folk beliefs in the textbooks of teaching Turkish as a foreign language are presented in tables. It has been determined that there are differences in terms of the inclusion of folk beliefs in these books. While the subjects of folk belief are included in all levels of B1, B2, C1 in Yedi İklim Türkçe coursebooks, Gazi Yabancılar İçin Türkçe and İstanbul Yabancılar İçin Türkçe textbooks only B1, C1; It has been determined that the Turkish textbooks for New Hittite Foreigners only include folk belief findings at the B1 level. When we look at the skills of folk beliefs in the textbooks, it is seen that they are included mostly through reading and least through listening skills. It was determined that folk beliefs were not included in any of the textbooks examined in the context of any standard. In addition, it has been observed that there is no consistency between the textbooks within the folk beliefs included. Introducing folk beliefs, one of the most fundamental reflectors of culture, in textbooks for a specific purpose will facilitate both language teaching and culture transfer. In this context, academic studies should be carried out on what should be the folk beliefs to be included in the textbooks and a standard should be established on how these beliefs will be given in the context of the levels. This study is thought to be a guide for the new textbooks prepared to be used in teaching Turkish as a foreign language in terms of determining how and to what extent folk beliefs, which are not mentioned much in teaching Turkish as a foreign language, are included in the textbooks.