Yabancı Dil Olarak Türkçe Öğretiminde Otantik Dokümanların Kullanımı ve A1-A2 Düzeyinde Dil Becerilerine Etkisi
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In this research, “The Use of Authentic Documents in Teaching Turkish as a Foreign Language and its Effect on Language Skills at A1-A2 Level was examined". The aim of the research is to reveal how authentic documents, which are the most important part of the communicative and task-based approach, are handled in French and Turkish textbooks, and which methods are used in lecture activities for communicative intentions. In this context, in order to find answers to the research questions of our thesis, authentic documents which are used in the textbooks “Tendances A1-A2” used in the teaching of “New Hitit Foreigners A1-A2” and French in the current foreign language Turkish textbooks were examined culturally and linguistically. In the light of the subjects and themes contained in this book and in the light of the techniques in the task-based learning method, language skills measurement practices on daily life were prepared and authentic documents determined according to the subject were created. They were applied to foreign students who were learning Turkish as a foreign language at the Charles de Gaulle French High School in Ankara. The study aims to contribute to the language skills of the students with these tasks and the given situations. According to the obtained data, the effects of authentic documents on language skills are evaluated in the conclusion section of the thesis. Authentic document application activities used in the thesis writing phase are presented in order to form a concrete example in the thesis section. According to the findings of the study, it has been observed that the foreign language we have chosen for our thesis contributes to the language skills of authentic documents used in teaching Turkish. In particular, the practice activities carried out by the students revealed that authentic documents contributed to the development of language skills within the scope of AOBM A1-A2 level (beginning), but the students were influenced by the mother tongue and cultural factors during the stage of realizing their speech acts.