Kültürel aktarım bağlamında yabancılara Türkçe öğretiminde halk anlatılarından yararlanma
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Dosyalar
Tarih
2021
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Yayıncı
Hatay Mustafa Kemal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Yabancılara Türkçe Öğretimi son yıllarda önemi artarak devam eden bir alan hâline gelmiştir. Bu alan gerek yapılan akademik çalışmalar gerekse hayata geçirilen yöntem ve projelerle gelişme göstermektedir. Fakat yabancılara Türkçe öğretiminde çalışmaların daha çok dil bilgisi öğretimi üzerinde yoğunlaşması özellikle bu alanın önemli bir unsuru olan kültür aktarımını geri plana itmiştir. Kültürel değerlerimizin hassasiyetle korunduğu folklor (halk bilimi) ürünlerimizin ise yapılan çalışmalarda nadiren yer almasının alan için büyük bir eksiklik olduğuna kanaat getirerek alana katkı sağlama amacıyla Türk halk edebiyatı nesir türleri (halk hikâyesi, masal, destan, efsane ve fıkra) kültürel unsurlar göz önünde bulundurularak incelenmiştir. Türk halk edebiyatı başlı başına bir edebi alan olmak üzere kendi içinde "Anonim Türk Halk Edebiyatı, Âşık Edebiyatı ve Dini Tasavvufi Türk Halk Edebiyatı" olarak çeşitli kollara ayrılmaktadır. Söz konusu edebiyatın mahsulleri; halkın yaşam tarzı, fikirleri, inançları, acıları, sevinçleri, gelenekleri ve görenekleri ile yoğrularak meydana gelmektedir. Bu bağlamda Türk halk edebiyatı, Türk kültürünün hassasiyetle ve şeffaflıkla yer aldığı bir hazinedir. Yabancı dil olarak Türkçe öğretiminde ise kültürel aktarımın da sağlanması gerekliliği göz önüne alınarak Türk halk anlatılarından faydalanmak, dil bilgisel ve kültürel bağlamda ciddi bir materyal olma özelliği kazanmaktadır. Bu çalışmada literatür tarama ve belgesel tarama sonucu elde edilen halk anlatıları, kültürel ögeleri içermesi bakımından incelenmiş ve çalışmaya uygunluğu göz önüne alınarak belirlenmiştir. Çalışma; giriş, sonuç ve öneriler, kaynakça ve ekler dışında üç ana bölümden oluşmaktadır. Anlatıların kültürel bağlamda incelenmesi için "Diller İçin Avrupa Ortak Öneriler Çerçevesi" metninde belirlenen ve dil öğretiminde aktarılması uygun görülen kültürel ögeler, Türk kültürü ve Türk sözlü geleneği içinde oluşmuş halk anlatıları temel alınarak yeniden şekillendirilmiş ve özgün bir tablo oluşturulmuştur. Alana hizmet noktasında malum tablonun sonraki benzer çalışmalarda fayda sağlayacağı beklentisiyle çalışma şekillenmiştir.
Teaching Turkish to foreigners has become an increasingly important field in recent years. This field is developing with both academic studies and methods and projects. However, the fact that the studies in teaching Turkish to foreigners are mostly focused on teaching grammar has pushed the cultural transfer, which is an important element of this field, into the background. Considering the cultural elements of Turkish folk literature prose genres (folk tales, tales, epics, legends and anecdotes) in order to contribute to the field, considering that it is a great deficiency for the field that our folklore (folklore) products, in which our cultural values are sensitively preserved, are rarely included in the studies examined. Turkish folk literature, being a literary field in itself, is divided into various branches as "Anonymous Turkish Folk Literature, Minstrel Literature and Religious Mystical Turkish Folk Literature". The products of the mentioned literature; people's lifestyle, ideas, beliefs, pains, joys, traditions and customs are formed by kneading. In this context, Turkish folk literature is a treasure where Turkish culture takes place with sensitivity and transparency. In teaching Turkish as a foreign language, taking into account the necessity of providing cultural transfer, making use of Turkish folk narratives gains the feature of being a serious material in grammatical and cultural context. In this study, folk narratives obtained as a result of literature review and documentary review were examined in terms of including cultural elements and were determined by considering their suitability for the study. Study; it consists of three main sections apart from introduction, conclusion and recommendations, bibliography and appendices. In order to examine the narratives in a cultural context, the cultural elements determined in the text of the "Common European Framework of Recommendations for Languages" and which are deemed appropriate to be transferred in language teaching have been reshaped and an original picture has been created based on the folk narratives formed in Turkish culture and Turkish oral tradition. The study has been shaped with the expectation that the well-known table at the point of service to the field will be beneficial in future similar studies.
Teaching Turkish to foreigners has become an increasingly important field in recent years. This field is developing with both academic studies and methods and projects. However, the fact that the studies in teaching Turkish to foreigners are mostly focused on teaching grammar has pushed the cultural transfer, which is an important element of this field, into the background. Considering the cultural elements of Turkish folk literature prose genres (folk tales, tales, epics, legends and anecdotes) in order to contribute to the field, considering that it is a great deficiency for the field that our folklore (folklore) products, in which our cultural values are sensitively preserved, are rarely included in the studies examined. Turkish folk literature, being a literary field in itself, is divided into various branches as "Anonymous Turkish Folk Literature, Minstrel Literature and Religious Mystical Turkish Folk Literature". The products of the mentioned literature; people's lifestyle, ideas, beliefs, pains, joys, traditions and customs are formed by kneading. In this context, Turkish folk literature is a treasure where Turkish culture takes place with sensitivity and transparency. In teaching Turkish as a foreign language, taking into account the necessity of providing cultural transfer, making use of Turkish folk narratives gains the feature of being a serious material in grammatical and cultural context. In this study, folk narratives obtained as a result of literature review and documentary review were examined in terms of including cultural elements and were determined by considering their suitability for the study. Study; it consists of three main sections apart from introduction, conclusion and recommendations, bibliography and appendices. In order to examine the narratives in a cultural context, the cultural elements determined in the text of the "Common European Framework of Recommendations for Languages" and which are deemed appropriate to be transferred in language teaching have been reshaped and an original picture has been created based on the folk narratives formed in Turkish culture and Turkish oral tradition. The study has been shaped with the expectation that the well-known table at the point of service to the field will be beneficial in future similar studies.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training ; Halk Bilimi (Folklor), Yabancılara Türkçe Öğretimi, Kültürel Aktarım, Türk Halk Anlatıları, Kültürel Ögeler., Teaching Turkish to Foreigners, Cultural Transfer, Turkish Folk Narratives, Cultural Elements.
