Papers by Feride Tekeli Mallamas
Türkiyat Araştırmaları, 2021
The aim of this study is to research the selection and use of material process in the “Turkish La... more The aim of this study is to research the selection and use of material process in the “Turkish Language and Turkish Culture” courses provided for the third and fourth generation Turks living in Germany, as well as the problems and/or the deficiencies arising during their use. Concurrently, the paper evaluates the teachers' opinions and approaches. According to the data obtained through questionnaires and interviews from teachers working in different states of Germany during the 2016-2017 academic year, almost all teachers believe in the importance of selecting and using course materials in achieving targeted success in the “Turkish Language and Turkish Culture” courses. Based on the answers, the primary goals of the selection, development and use of materials were to “Endear the Turkish language and to cultivate language awareness” as well as “Arouse student’s interest”. However, according to the data, the most widely used material was the whiteboard. Thus, the teachers asserted the inadequacy of support for material development and use, provided by Turkey and stated that the schools in which they worked in Germany were insufficient to provide the necessary conditions. In this regard, it should be underlined that besides increasing in-service training, it would be beneficial to improve physical conditions and increase financial support.
Books by Feride Tekeli Mallamas
Göçün 60. Yılında Almanya'da Türkler ve Türkçe Öğretimi, Hacettepe Üniversitesi Yayınları, 2022
İki Dilli Türk Çocuklarına Türkçe Öğretimi, 2021
Kelime öğretimi; dört temel beceri olarak adlandırılan okuma, dinleme, yazma, konuşma becerileri ... more Kelime öğretimi; dört temel beceri olarak adlandırılan okuma, dinleme, yazma, konuşma becerileri ile dilbilgisi öğretiminin merkezinde yer almaktadır ve dil öğretiminin ayrılmaz bir parçasıdır. Kelime öğretimine yönelik dersler planlanırken çocukların algısal ve üretici söz varlıklarına ilişkin bilgi sahibi olmak zaruridir. Kelime öğretimi, amaçlı veya rastlantısal olarak yapılabilir. Amaçlı kelime öğretimi, öğretilecek kelimelerin belirlenip okuma ve dinleme metinleri içerisine yerleştirilmesiyle gerçekleştirilir. Rastlantısal kelime öğretimi ise okuma ve dinleme metinlerinde geçen kelimelerin plansız, rastlantısal bir şekilde öğretilmesidir. Kelime öğretiminin hem amaçlı hem de rastlantısal kelime öğretimi yöntemleri
kullanılarak yapılması gerekmektedir. Yurt dışındaki iki dilli Türk çocuklarına kelime öğretimi yapılırken, onların iki dillilik sebebiyle sahip oldukları dilsel özellikler ve kelime dağarcıkları konusunda bilgi sahibi olmak, etkin bir öğretim için şarttır. Çocukların iki dili birbirine karıştırabildikleri ve okuma ile yazma becerilerinde dinleme ve konuşma becerilerine göre daha zayıf olabildikleri göz önünde bulundurulmalıdır. İki dilli çocuklara kelime öğretimi; her iki dilin özelliklerine dair bilgi sahibi olunarak, öğretime başlamadan önce temel söz varlığı belirlenerek
ve çocukların yaşantılarından yola çıkılarak yapılmalıdır.
Thesis Chapters by Feride Tekeli Mallamas
İki Dilli Öğrencilere Türkçe Öğretiminde Malzeme Kullanımı: Almanya Örneği, 2017
Turks, who went to Europe as “guest workers” in the 1960s, have settled there. The
majority of th... more Turks, who went to Europe as “guest workers” in the 1960s, have settled there. The
majority of the Turks in Europe are living in Germany. Turkish Republic Ministry of
National Education is providing “Turkish Language and Turkish Culture” courses for
the Turkish students in Germany to strengthen the tie between them and the Turkish
language. The teachers of these courses are charged by the Turkish Republic Ministry of
National Education.
The aim of this study is to investigate the materials that are used in the “Turkish
Language and Turkish Culture” courses. A questionnaire has been conducted and
interviews have been made for this aim. The interviewees and participants of the
questionnaire were selected between the teachers who were charged by the Turkish
government and worked at least one year in Germany. 86 teachers filled out the
questionnaire. 8 teachers participated in the interview. The data collected from the
questionnaire have been analyzed with SPSS 20 Statistics program. The data from the
interviews have been analyzed with qualitative content analysis.
Teachers shared their opinions about the material use in the “Turkish Language and
Turkish Culture” courses. According to this, white boards, visual aids and textbooks are
most frequently used instructional materials. By material use, teachers take “Endear
Turkish language and cultivate language awareness” and “Arouse student’s interest”
instructional objectives most frequently into consideration. Most frequently encountered
problems by material use are “Insufficient school libraries” and “Insufficient vocational
training courses”.
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Papers by Feride Tekeli Mallamas
Books by Feride Tekeli Mallamas
kullanılarak yapılması gerekmektedir. Yurt dışındaki iki dilli Türk çocuklarına kelime öğretimi yapılırken, onların iki dillilik sebebiyle sahip oldukları dilsel özellikler ve kelime dağarcıkları konusunda bilgi sahibi olmak, etkin bir öğretim için şarttır. Çocukların iki dili birbirine karıştırabildikleri ve okuma ile yazma becerilerinde dinleme ve konuşma becerilerine göre daha zayıf olabildikleri göz önünde bulundurulmalıdır. İki dilli çocuklara kelime öğretimi; her iki dilin özelliklerine dair bilgi sahibi olunarak, öğretime başlamadan önce temel söz varlığı belirlenerek
ve çocukların yaşantılarından yola çıkılarak yapılmalıdır.
Thesis Chapters by Feride Tekeli Mallamas
majority of the Turks in Europe are living in Germany. Turkish Republic Ministry of
National Education is providing “Turkish Language and Turkish Culture” courses for
the Turkish students in Germany to strengthen the tie between them and the Turkish
language. The teachers of these courses are charged by the Turkish Republic Ministry of
National Education.
The aim of this study is to investigate the materials that are used in the “Turkish
Language and Turkish Culture” courses. A questionnaire has been conducted and
interviews have been made for this aim. The interviewees and participants of the
questionnaire were selected between the teachers who were charged by the Turkish
government and worked at least one year in Germany. 86 teachers filled out the
questionnaire. 8 teachers participated in the interview. The data collected from the
questionnaire have been analyzed with SPSS 20 Statistics program. The data from the
interviews have been analyzed with qualitative content analysis.
Teachers shared their opinions about the material use in the “Turkish Language and
Turkish Culture” courses. According to this, white boards, visual aids and textbooks are
most frequently used instructional materials. By material use, teachers take “Endear
Turkish language and cultivate language awareness” and “Arouse student’s interest”
instructional objectives most frequently into consideration. Most frequently encountered
problems by material use are “Insufficient school libraries” and “Insufficient vocational
training courses”.
kullanılarak yapılması gerekmektedir. Yurt dışındaki iki dilli Türk çocuklarına kelime öğretimi yapılırken, onların iki dillilik sebebiyle sahip oldukları dilsel özellikler ve kelime dağarcıkları konusunda bilgi sahibi olmak, etkin bir öğretim için şarttır. Çocukların iki dili birbirine karıştırabildikleri ve okuma ile yazma becerilerinde dinleme ve konuşma becerilerine göre daha zayıf olabildikleri göz önünde bulundurulmalıdır. İki dilli çocuklara kelime öğretimi; her iki dilin özelliklerine dair bilgi sahibi olunarak, öğretime başlamadan önce temel söz varlığı belirlenerek
ve çocukların yaşantılarından yola çıkılarak yapılmalıdır.
majority of the Turks in Europe are living in Germany. Turkish Republic Ministry of
National Education is providing “Turkish Language and Turkish Culture” courses for
the Turkish students in Germany to strengthen the tie between them and the Turkish
language. The teachers of these courses are charged by the Turkish Republic Ministry of
National Education.
The aim of this study is to investigate the materials that are used in the “Turkish
Language and Turkish Culture” courses. A questionnaire has been conducted and
interviews have been made for this aim. The interviewees and participants of the
questionnaire were selected between the teachers who were charged by the Turkish
government and worked at least one year in Germany. 86 teachers filled out the
questionnaire. 8 teachers participated in the interview. The data collected from the
questionnaire have been analyzed with SPSS 20 Statistics program. The data from the
interviews have been analyzed with qualitative content analysis.
Teachers shared their opinions about the material use in the “Turkish Language and
Turkish Culture” courses. According to this, white boards, visual aids and textbooks are
most frequently used instructional materials. By material use, teachers take “Endear
Turkish language and cultivate language awareness” and “Arouse student’s interest”
instructional objectives most frequently into consideration. Most frequently encountered
problems by material use are “Insufficient school libraries” and “Insufficient vocational
training courses”.