Teaching Problems of Modern Turkish as a Foreign Language to the Adult Foreigners in Abroad and Solution Suggestions
Küçük Resim Yok
Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Iclel Conferences
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
As a member of The Ural-Altaic Languages Family, Turkish is known as it is being one of the best phonetic languages in the wold. It is also recognizable as it is being an agglutinative language. Its linguistic properties has been studied much in the mean of sentax, semantics, morphology or phonetics. However, the subject of the teaching techniques and the teaching difficulties of Modern Turkish to the adult foreigners living in abroad has not been studied in various aspects. The linguistic views and the educational suggestions given in the last two stages are the main ideas of this presentation. First, Modern Turkish is taught to the adult foreign university students at the Teaching Turkish Centers of the universities called TOMER. Those Institutes have already progressed their own Turkish teaching sets. Most of them are written into techniques of Content-based and Task-based. The lessons plans have been progressed in the Top-down teaching technique under the influence of Foreign originated various English language teaching sets. The writers of those text books did not take in consideration wheather the techniques are being applied during the teaching/learning processes pair with the students' expectations or not. I suggest that It may be better if the all teaching activities can be organized and the lesson plans can be designed and developed in the technique of the Bottom-up because Turkish is an agglutinative language. Yet the students are able to learn Turkish well enough eventualy as using the advantages of living in Turkey for about five years. The other adult foreigners in the group two are the students who were born in a foreign country. They are the citizens of that country. Teaching Turkish Process to those adult foreign students is easier like it is the same in the first group because their parents are Turkish and because they speak Turkish at home. Although those immigrant parents' language is the broken Turkish of the rural areas in Turkey, it may effect the students' learnings positivelly because they will be having the advantages of practising the standart Turkish they have learnt at school when they come back home. They may change their parents' poor Turkish into standart Turkish as well. The third group students want to learn Turkish may be the foreigners who are living in their own country and have already known one or two or sometimes more other foreign Languages. In addition, their Turkish teacher(s) may know the students' mother tangue as the communication language in the classroom. In this circumtance, the teaching prosess may be more interesting or more complecated than the ones have been studied in the first and the second stages. Because the same books are used for all kinds of foreign learners who wants to learn Turkish, they may be in learning difficulties during the teaching process. Those books do not work aspecially for the lower class students' teaching. I experienced it personally and I became successful while I was teaching Modern Turkish in the UK, and in Bangladesh. The most difficult Turkish teaching process is for the forth types of foreign adult groups I think. They do not know any piece of Turkish. There are not any Turkish people living in that country. They want to learn Turkish on be half of immigriating to the Western Countries. The main aim of them is being not in difficulties as they are travelling through Turkey. They do not say so, but it is the reality. In that case, they just want to learn practical and situational Turkish. They do not care to know the standart Turkish. Therefore the Turkish Government's teaching Turkish target in abroad does not match with the goals of those adult university students in the countries like Bangladesh, Pakistan, or Afganistan. I taught them the Modern Turkish in the Bottom-up teaching technique with the teacher- made teaching materials. I started with teaching the Modern Turkish Alphabet and its special vowels and consonants which there are not in the Latin Alphabet. Such as: / A................ E / / I............. I / / O............. / / U..............U / / The wovels on the left are low, the ones on the right are high vowels All the others are consonants. Turkish has 29 letters and those letters are also the voices of the language. It is called as the best phonetic language in the World. Turkish does not have voices like in English /sh, ch..etc/, Just writing them into one letter means the voice, / S, s/ /C c/ /O o/ / G g /.. etc. A vowel can be a syllable itself alone, combination of vowel+ consonant can be a syllables, consant+vowel+consants can be sylables. Etc. Than I started to teach according to my programmes. A/, / B/...... BA BA+BA=BABA= father, An+ne=Anne= mother, de a+de=dede=grand fathers bot. I did writing and reading practise in this technique for one month, and they became productive. Because this presentation is on teaching techniques and solution suggestions, the examples used in those teaching processes are limited with a few ones.
Açıklama
2nd International Conference on Lifelong Education and Leadership for All (ICLEL) -- JUL 21-23, 2016 -- Liepaja Univ, Liepaja, LATVIA
Anahtar Kelimeler
Modern Turkish, adult foreigners, teaching problems, in abroad, foreign language
Kaynak
2nd International Conference On Lifelong Learning and Leadership For All (Iclel 2016)
WoS Q Değeri
N/A
