Yabancı Dil Olarak Türkçe B1 Seviyesinde Deyim Öğretimi/Öğrenimi
Koparıcı, Işın Fatma
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KOPARICI, Işın Fatma. Teaching/ Learning B1 Level Turkish Idioms as a Foreign Language. Ankara, 2019. The aim of this study is to identify how B1 level Turkish idioms are taught/learned in the books used in Turkish Teaching Centers in Turkey and abroad and to express opinions about the contributions of action-based course materials to idiom teaching/learning. Descriptive analysis and content analysis were used as the means of qualitative research methods. In the first part of the study which adopted descriptive analysis as the method, approaches and methods in foreign language teaching were mentioned and actionoriented approach was explained. After idiom was defined and its limits were determined, teaching/learning idioms as part of Teaching Turkish as a Foreign Language were stated as an important part of language. In the second part in which content analysis was utilized, idioms and how they were utilized in the frequently used books in Teaching Turkish as a Foreign Language, Yeni Hitit Turkish For Foreigners 2, Gazi TÖMER Turkish For Foreigners B1 and Yedi İklim Turkish B1 Coursebook published by Yunus Emre Institute were determined. Through the findings, teaching/learning idioms in coursebooks were analyzed. In the last part of th study, the results were submitted concerning teaching idioms through frequently used books in B1 Level Turkish Teaching as a Foreign Language and opinions were expressed. According to the qualitative research method findings, it was concluded that there are barely particular sections in the coursebooks about idiom teaching/learning, it is necessary to draw more specific lines between idioms and fixed expressions, the idioms that are supposed to be included in the coursebooks must be selected based on certain criteria and there are not enough materials such as dictionaries and resources in the field about idioms. Also, it was thought that preparing action-oriented course materials based on Common European Language Framework might make the students more active in idiom learning/teaching. In line with this, a sample action-based syllabus was prepared and submitted.
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