There are a lot of methods and techniques that yield permanent learning in teaching language. Lea... more There are a lot of methods and techniques that yield permanent learning in teaching language. Learning through living is a student-centred model which can be carried out in and outside the classroom settings and which enables learners to gain high-order cognitive skills with more than one sense organ in the language teaching process. The aim of this research is to make the students learning Turkish as a foreign language to use the structures that they have learned inside the classroom in the different settings thanks to the field trips organized by the instructor in the scope of learning through living model and to analyse the effect of these field trips on the student motivations. The basis of the study is to organize field trips to be carried out under the guidance of the instructor at the end of A1 level. During the field trip, the questions about the structures that the students learned in the class were asked to the students in accordance with the natural environment. Of the qu...
Language and culture are two basic concepts synthesized inside each other. It can be said that on... more Language and culture are two basic concepts synthesized inside each other. It can be said that one of the aims of language teaching is culture teaching within the framework of this context. The products that reflect culture best can be considered as genres such as fairy tales, legends and anecdotes produced by the people who keep it alive. Anecdotes are one of the most important sources that can be used in the teaching of Turkish in terms of cultural background and language richness. One of the aims of this field is that those who learn the target language can read and explain the folkloric works of that society. The study group of the research consisted of B1-level students who learn Turkish as a foreign language. The reading texts simplified by taking the expert opinions and the reading comprehension questions were used to collect the data. In the study, which was designed with a control-group post-test design, the original reading texts and the reading comprehension questions were applied to the students as a post-test. The data were analyzed electronically and interpreted descriptively. As a result of the study, it was found out that there was a significant difference in favor of the participants in the experimental group and that the reading comprehension studies conducted through simplified texts were more successful than the original texts.
Türkiye Türkçesi Öğrenen Türk Soylu Öğrencilerin Vatan Kavramına Yönelik Algıları, 2020
Türkiye Türkçesi öğrenen Türk soylu öğrencilerin vatan kavramına ilişkin algılarını ortaya koymay... more Türkiye Türkçesi öğrenen Türk soylu öğrencilerin vatan kavramına ilişkin algılarını ortaya koymayı amaçlayan bu araştırmanın örneklemini İstanbul’daki bir dil merkezinde A1, A2, B1, B2 ve C1 olmak üzere beş farklı seviyede Türkçe öğrenen Türk soylu 80 öğrenci oluşturmaktadır. Tarama modelinin benimsendiği araştırmada hikâyeci Mustafa Kutlu’nun Vatan Yahut İnternet kitabındaki ilk deneme yazısında geçen vatan tanımları bir anket formuna dönüştürülmüş ve 2019 yılı bahar döneminde araştırma grubundaki öğrencilere uygulanmıştır. Ayrıca öğrencilerin demografik bilgileri de kişisel bilgi formu ile toplanmış ve formlardan elde edilen bilgiler SPSS programı ile analiz edilmiştir. Araştırmanın sonuçlarına göre, Türk soylu öğrencilerin 55 tanımın %14,85’inde orta algı, %13,75’inde düşük algı ve %1,65’inde yüksek algı seviyesine sahip olduğu görülmüştür. Buradan hareketle Türk soyluların vatan tanımına yönelik algıları genel olarak orta düzeydedir.
In this study, vocabulary teaching strategies in the course books used in teaching Turkish as a f... more In this study, vocabulary teaching strategies in the course books used in teaching Turkish as a foreign language classes were examined comparatively, and additionally the strategies that did not exist in the books but used by the course teachers, their application methods, and frequencies were tried to be determined. In this qualitative case study, Turkish course books used in Turkish classes for foreigners, structured observation forms prepared by gathering expert opinion, and questionnaires filled by course teachers were utilized. The study was carried out within the framework of three A1 level course books on teaching Turkish as a foreign language: 1) Yabancılar İçin Türkçe (Turkish for Foreigners) by Istanbul University, 2) Yedi İklim (Seven Climate) by Yunus Emre Institute, 3) Yabancılar için Türkçe (Turkish for Foreigners) by Gazi University. The structured observation form that was prepared to follow the course processes was applied in nine classes in Language Center of Istanbul University, Turkish Teaching Center of Yıldız Technical University, and Turkish Teaching Center of Gazi University (3 each). The questionnaire forms, another the data collection tool of the research, were applied to 90 lecturers in the cities of Ankara, Istanbul, Kastamonu, Trabzon, Gaziantep, Tbilisi, and Sarajevo. According to the results of the research, it was found out that the number of activities that included the strategies and the frequencies of the strategies in the course books on teaching Turkish as a foreign language were varied. It was observed that all of the predetermined vocabulary teaching strategies did not exist in the course books. It was also discovered that the course teachers did not possess adequate knowledge and awareness about vocabulary teaching strategies.
USE OF IDIOMS AND PROVERBS IN TEACHING TURKISH AS A FOREIGN LANGUAGE THROUGH EMOJIS Türkçenin Yabancı Dil Olarak Öğretiminde Deyim ve Atasözlerinin Emojiler Yoluyla Öğretimi, 2020
It is known that technology continues to increase its influence in the vast majority of life prac... more It is known that technology continues to increase its influence in the vast majority of life practices in the world that lives the information and information age. It is seen that the use of technology has become widespread in teaching the language, which is the most powerful communication tool. Thus, the contribution of technology to the course teachers and transferring this contribution to the classroom environment constitute one of the main responsibilities of the course teachers. This responsibility will contribute to better and more functional teaching of Turkish. In this context, the use of emojis in teaching the Turkish proverbs and idioms will facilitate the understanding of idioms and proverbs, and also it will bring a different perspective to the teaching and the use of Turkish. In this study, an experimental study, one of the quantitative research patterns, was used. The study group of the research consisted of B2 level-students who learn Turkish as a foreign language. The multiple choice tests prepared by the researchers and the emojis determined in accordance with the Turkish idioms and proverbs were used as data collection tools. The multiple choice tests were applied to the students as post-test. The data analysis was performed with the statistical program (SPSS for 22 Windows). According to the findings, the test results showed a significant difference in favor of the participants in the experimental group and it can be said that teaching idioms and proverbs through emojis is more successful than classical methods.
Türkçenin Yabancı Dil Olarak Öğretiminde Ders Kitaplarının Yazna Bölümlerine Yönelik Bir Araştırma, 2020
İnsanların birbirleriyle iletişim kurma ihtiyaçları hızlı bir şekilde artış göstermektedir. Küres... more İnsanların birbirleriyle iletişim kurma ihtiyaçları hızlı bir şekilde artış göstermektedir. Küreselleşme süreciyle birlikte insanlar arasında daha kapsamlı bir iletişim ağı oluşmaya başladığı kaçınılmaz bir gerçek olmuştur. Teknolojik gelişmeler bu ağın; eğitim, bilim, sanat, kültür, siyaset gibi pek çok alana yayılmasına zemin hazırlamıştır. Bu alanlarda ortaya çıkan etkili iletişim ve bilgi akışı farklı toplumlar arasında sağlıklı iletişim kurmayı gerektirmektedir. Bu gelişmeler, toplumları oluşturan bireylerin yabancı bir dili öğrenmesini zorunlu hâle getirmiştir. Öte yandan dil öğretiminde ihtiyacı karşılayacak materyal çeşitliliği ve geliştirilen materyallerin öğreticilik açısından işlevsel olması önem arz etmektedir. Bu araştırma, yabancılara Türkçe öğretimi derslerinde kullanılan ders kitaplarındaki yazma becerisine yönelik çalışmaların durumunu karşılaştırmalı olarak ortaya koymayı amaçlamaktadır. Araştırmanın inceleme nesnelerini, yabancılara Türkçe derslerinde kullanılan İstanbul Yabancılara İçin Türkçe B1 Ders Kitabı ve Yedi İklim Türkçe B1 Ders kitaplarındaki yazma becerisine yönelik etkinlikler oluşturmaktadır. Anahtar Kelimeler: Türkçenin Yabancı Dil Olarak öğretimi, ders kitapları, yazma becerisi.
There are a lot of methods and techniques that yield permanent learning in teaching language. Lea... more There are a lot of methods and techniques that yield permanent learning in teaching language. Learning through living is a student-centred model which can be carried out in and outside the classroom settings and which enables learners to gain high-order cognitive skills with more than one sense organ in the language teaching process. The aim of this research is to make the students learning Turkish as a foreign language to use the structures that they have learned inside the classroom in the different settings thanks to the field trips organized by the instructor in the scope of learning through living model and to analyse the effect of these field trips on the student motivations. The basis of the study is to organize field trips to be carried out under the guidance of the instructor at the end of A1 level. During the field trip, the questions about the structures that the students learned in the class were asked to the students in accordance with the natural environment. Of the qualitative research methods, the case study model was used in the research and the study group consisted of the A1 level-students from Yunus Emre Institute, Sarajevo Turkish Culture Centre. The data collections tools included the open-ended questions, the instructor observation form and the student opinions, and the conclusions were reached thanks to these tools. Keywords: teaching Turkish as a foreign language, extracurricular activities in teaching language, active learning, learning through living. ÖZ: Dil öğretiminde kalıcı öğrenmeyi sağlayan birçok yöntem ve teknik vardır. Yaparak yaşayarak öğrenme, dil öğretim sürecinde öğrenciyi merkeze alan, öğrenme sürecini birçok duyu organıyla gerçekleştiren, öğrencilere üst düzey bilişsel özellikler kazandıran, sınıf içi ve sınıf dışı ortamlarda gerçekleştirilebilecek olan bir modeldir. Bu araştırmanın amacı yabancı dil olarak Türkçe öğrenen öğrencilerin, sınıf içerinde öğrenmiş oldukları yapıları yaparak yaşayarak öğrenme modeli çerçevesinde okutman tarafından düzenlenmiş alan gezileriyle çeşitli ortamlarda kullanabilmesini sağlamak ve bu gezilerin öğrencilerin motivasyonuna etkisini tespit etmektir. Araştırmanın temelini, A1 seviyesi sonunda okutman rehberliğinde gerçekleştirilen alan gezisi oluşturmaktadır. Gezi sırasında öğrencilere derste öğrenmiş oldukları yapılar, doğal çevreye uygun olarak sorulmuş ve onlardan cevap istenmiştir. Nitel araştırma yöntemlerinden durum çalışmasıyla gerçekleştirilen bu araştırmada, çalışma grubunu Yunus Emre Enstitüsü Saraybosna Türk Kültür Merkezi A1 seviyesi öğrencileri oluşturmaktadır. Veri toplama aracı olarak öğrencilere dağıtılan açık uçlu sorular, okutman gözlem formu ve öğrenci görüşleri kullanılmış; veri toplama araçlarından hareketle sonuçlara ulaşılmıştır. Anahtar kelimeler: yabancı dil olarak Türkçe öğretimi, dil öğretiminde ders dışı etkinlikler, etkin öğrenme, yaparak yaşayarak öğrenme.
The aim of this research is to analyse comparatively the vocabulary teaching strategies in the co... more The aim of this research is to analyse comparatively the vocabulary teaching strategies in the coursebooks used in the courses of teaching Turkish as a foreign language and also to determine the practice methods and the frequencies of the strategies that are not found in the coursebooks but used by the instructors of the course. Of the qualitative research methods, the case study was used in the research and Turkish coursebooks used in the courses of teaching Turkish to foreigners, the structured observation form prepared in accordance with the expert opinions and the questionnaire forms applied to the instructors of the course were used as the data collection tools. The research was carried out in the scope of the beginning level A1 coursebooks including Istanbul University Turkish for Foreigners, Institute of Yunus Emre Yedi İklim Turkish, Gazi University Turkish for Foreigners in the courses of teaching Turkish as a foreign language. The structured observation form having been prepared to follow the lesson process was applied to each three classrooms in İstanbul University Language Centre, Yıldız Teknik University Turkish Teaching Centre, Gazi University Turkish Teaching Centre. The questionnaire form was applied to 90 instructors from Ankara, İstanbul, Kastamonu, Trabzon, Gaziantep, Tiflis and Saraybosna. The results acquired from the findings can be summarised as follows: it was found out that the the usages and frequencies of the strategies in the coursebooks of teaching Turkish as a foreign language showed much variety, and all of the vocabulary teaching strategies determined were not available in the present coursebooks, and also the instructors lacked of the knowledge and awareness about the vocabulary teaching strategies.
Key Words: Teaching Turkish as a foreign language, Vocabulary teaching, Vocabulary learning strategies.
There are a lot of methods and techniques that yield permanent learning in teaching language. Lea... more There are a lot of methods and techniques that yield permanent learning in teaching language. Learning through living is a student-centred model which can be carried out in and outside the classroom settings and which enables learners to gain high-order cognitive skills with more than one sense organ in the language teaching process. The aim of this research is to make the students learning Turkish as a foreign language to use the structures that they have learned inside the classroom in the different settings thanks to the field trips organized by the instructor in the scope of learning through living model and to analyse the effect of these field trips on the student motivations. The basis of the study is to organize field trips to be carried out under the guidance of the instructor at the end of A1 level. During the field trip, the questions about the structures that the students learned in the class were asked to the students in accordance with the natural environment. Of the qu...
Language and culture are two basic concepts synthesized inside each other. It can be said that on... more Language and culture are two basic concepts synthesized inside each other. It can be said that one of the aims of language teaching is culture teaching within the framework of this context. The products that reflect culture best can be considered as genres such as fairy tales, legends and anecdotes produced by the people who keep it alive. Anecdotes are one of the most important sources that can be used in the teaching of Turkish in terms of cultural background and language richness. One of the aims of this field is that those who learn the target language can read and explain the folkloric works of that society. The study group of the research consisted of B1-level students who learn Turkish as a foreign language. The reading texts simplified by taking the expert opinions and the reading comprehension questions were used to collect the data. In the study, which was designed with a control-group post-test design, the original reading texts and the reading comprehension questions were applied to the students as a post-test. The data were analyzed electronically and interpreted descriptively. As a result of the study, it was found out that there was a significant difference in favor of the participants in the experimental group and that the reading comprehension studies conducted through simplified texts were more successful than the original texts.
Türkiye Türkçesi Öğrenen Türk Soylu Öğrencilerin Vatan Kavramına Yönelik Algıları, 2020
Türkiye Türkçesi öğrenen Türk soylu öğrencilerin vatan kavramına ilişkin algılarını ortaya koymay... more Türkiye Türkçesi öğrenen Türk soylu öğrencilerin vatan kavramına ilişkin algılarını ortaya koymayı amaçlayan bu araştırmanın örneklemini İstanbul’daki bir dil merkezinde A1, A2, B1, B2 ve C1 olmak üzere beş farklı seviyede Türkçe öğrenen Türk soylu 80 öğrenci oluşturmaktadır. Tarama modelinin benimsendiği araştırmada hikâyeci Mustafa Kutlu’nun Vatan Yahut İnternet kitabındaki ilk deneme yazısında geçen vatan tanımları bir anket formuna dönüştürülmüş ve 2019 yılı bahar döneminde araştırma grubundaki öğrencilere uygulanmıştır. Ayrıca öğrencilerin demografik bilgileri de kişisel bilgi formu ile toplanmış ve formlardan elde edilen bilgiler SPSS programı ile analiz edilmiştir. Araştırmanın sonuçlarına göre, Türk soylu öğrencilerin 55 tanımın %14,85’inde orta algı, %13,75’inde düşük algı ve %1,65’inde yüksek algı seviyesine sahip olduğu görülmüştür. Buradan hareketle Türk soyluların vatan tanımına yönelik algıları genel olarak orta düzeydedir.
In this study, vocabulary teaching strategies in the course books used in teaching Turkish as a f... more In this study, vocabulary teaching strategies in the course books used in teaching Turkish as a foreign language classes were examined comparatively, and additionally the strategies that did not exist in the books but used by the course teachers, their application methods, and frequencies were tried to be determined. In this qualitative case study, Turkish course books used in Turkish classes for foreigners, structured observation forms prepared by gathering expert opinion, and questionnaires filled by course teachers were utilized. The study was carried out within the framework of three A1 level course books on teaching Turkish as a foreign language: 1) Yabancılar İçin Türkçe (Turkish for Foreigners) by Istanbul University, 2) Yedi İklim (Seven Climate) by Yunus Emre Institute, 3) Yabancılar için Türkçe (Turkish for Foreigners) by Gazi University. The structured observation form that was prepared to follow the course processes was applied in nine classes in Language Center of Istanbul University, Turkish Teaching Center of Yıldız Technical University, and Turkish Teaching Center of Gazi University (3 each). The questionnaire forms, another the data collection tool of the research, were applied to 90 lecturers in the cities of Ankara, Istanbul, Kastamonu, Trabzon, Gaziantep, Tbilisi, and Sarajevo. According to the results of the research, it was found out that the number of activities that included the strategies and the frequencies of the strategies in the course books on teaching Turkish as a foreign language were varied. It was observed that all of the predetermined vocabulary teaching strategies did not exist in the course books. It was also discovered that the course teachers did not possess adequate knowledge and awareness about vocabulary teaching strategies.
USE OF IDIOMS AND PROVERBS IN TEACHING TURKISH AS A FOREIGN LANGUAGE THROUGH EMOJIS Türkçenin Yabancı Dil Olarak Öğretiminde Deyim ve Atasözlerinin Emojiler Yoluyla Öğretimi, 2020
It is known that technology continues to increase its influence in the vast majority of life prac... more It is known that technology continues to increase its influence in the vast majority of life practices in the world that lives the information and information age. It is seen that the use of technology has become widespread in teaching the language, which is the most powerful communication tool. Thus, the contribution of technology to the course teachers and transferring this contribution to the classroom environment constitute one of the main responsibilities of the course teachers. This responsibility will contribute to better and more functional teaching of Turkish. In this context, the use of emojis in teaching the Turkish proverbs and idioms will facilitate the understanding of idioms and proverbs, and also it will bring a different perspective to the teaching and the use of Turkish. In this study, an experimental study, one of the quantitative research patterns, was used. The study group of the research consisted of B2 level-students who learn Turkish as a foreign language. The multiple choice tests prepared by the researchers and the emojis determined in accordance with the Turkish idioms and proverbs were used as data collection tools. The multiple choice tests were applied to the students as post-test. The data analysis was performed with the statistical program (SPSS for 22 Windows). According to the findings, the test results showed a significant difference in favor of the participants in the experimental group and it can be said that teaching idioms and proverbs through emojis is more successful than classical methods.
Türkçenin Yabancı Dil Olarak Öğretiminde Ders Kitaplarının Yazna Bölümlerine Yönelik Bir Araştırma, 2020
İnsanların birbirleriyle iletişim kurma ihtiyaçları hızlı bir şekilde artış göstermektedir. Küres... more İnsanların birbirleriyle iletişim kurma ihtiyaçları hızlı bir şekilde artış göstermektedir. Küreselleşme süreciyle birlikte insanlar arasında daha kapsamlı bir iletişim ağı oluşmaya başladığı kaçınılmaz bir gerçek olmuştur. Teknolojik gelişmeler bu ağın; eğitim, bilim, sanat, kültür, siyaset gibi pek çok alana yayılmasına zemin hazırlamıştır. Bu alanlarda ortaya çıkan etkili iletişim ve bilgi akışı farklı toplumlar arasında sağlıklı iletişim kurmayı gerektirmektedir. Bu gelişmeler, toplumları oluşturan bireylerin yabancı bir dili öğrenmesini zorunlu hâle getirmiştir. Öte yandan dil öğretiminde ihtiyacı karşılayacak materyal çeşitliliği ve geliştirilen materyallerin öğreticilik açısından işlevsel olması önem arz etmektedir. Bu araştırma, yabancılara Türkçe öğretimi derslerinde kullanılan ders kitaplarındaki yazma becerisine yönelik çalışmaların durumunu karşılaştırmalı olarak ortaya koymayı amaçlamaktadır. Araştırmanın inceleme nesnelerini, yabancılara Türkçe derslerinde kullanılan İstanbul Yabancılara İçin Türkçe B1 Ders Kitabı ve Yedi İklim Türkçe B1 Ders kitaplarındaki yazma becerisine yönelik etkinlikler oluşturmaktadır. Anahtar Kelimeler: Türkçenin Yabancı Dil Olarak öğretimi, ders kitapları, yazma becerisi.
There are a lot of methods and techniques that yield permanent learning in teaching language. Lea... more There are a lot of methods and techniques that yield permanent learning in teaching language. Learning through living is a student-centred model which can be carried out in and outside the classroom settings and which enables learners to gain high-order cognitive skills with more than one sense organ in the language teaching process. The aim of this research is to make the students learning Turkish as a foreign language to use the structures that they have learned inside the classroom in the different settings thanks to the field trips organized by the instructor in the scope of learning through living model and to analyse the effect of these field trips on the student motivations. The basis of the study is to organize field trips to be carried out under the guidance of the instructor at the end of A1 level. During the field trip, the questions about the structures that the students learned in the class were asked to the students in accordance with the natural environment. Of the qualitative research methods, the case study model was used in the research and the study group consisted of the A1 level-students from Yunus Emre Institute, Sarajevo Turkish Culture Centre. The data collections tools included the open-ended questions, the instructor observation form and the student opinions, and the conclusions were reached thanks to these tools. Keywords: teaching Turkish as a foreign language, extracurricular activities in teaching language, active learning, learning through living. ÖZ: Dil öğretiminde kalıcı öğrenmeyi sağlayan birçok yöntem ve teknik vardır. Yaparak yaşayarak öğrenme, dil öğretim sürecinde öğrenciyi merkeze alan, öğrenme sürecini birçok duyu organıyla gerçekleştiren, öğrencilere üst düzey bilişsel özellikler kazandıran, sınıf içi ve sınıf dışı ortamlarda gerçekleştirilebilecek olan bir modeldir. Bu araştırmanın amacı yabancı dil olarak Türkçe öğrenen öğrencilerin, sınıf içerinde öğrenmiş oldukları yapıları yaparak yaşayarak öğrenme modeli çerçevesinde okutman tarafından düzenlenmiş alan gezileriyle çeşitli ortamlarda kullanabilmesini sağlamak ve bu gezilerin öğrencilerin motivasyonuna etkisini tespit etmektir. Araştırmanın temelini, A1 seviyesi sonunda okutman rehberliğinde gerçekleştirilen alan gezisi oluşturmaktadır. Gezi sırasında öğrencilere derste öğrenmiş oldukları yapılar, doğal çevreye uygun olarak sorulmuş ve onlardan cevap istenmiştir. Nitel araştırma yöntemlerinden durum çalışmasıyla gerçekleştirilen bu araştırmada, çalışma grubunu Yunus Emre Enstitüsü Saraybosna Türk Kültür Merkezi A1 seviyesi öğrencileri oluşturmaktadır. Veri toplama aracı olarak öğrencilere dağıtılan açık uçlu sorular, okutman gözlem formu ve öğrenci görüşleri kullanılmış; veri toplama araçlarından hareketle sonuçlara ulaşılmıştır. Anahtar kelimeler: yabancı dil olarak Türkçe öğretimi, dil öğretiminde ders dışı etkinlikler, etkin öğrenme, yaparak yaşayarak öğrenme.
The aim of this research is to analyse comparatively the vocabulary teaching strategies in the co... more The aim of this research is to analyse comparatively the vocabulary teaching strategies in the coursebooks used in the courses of teaching Turkish as a foreign language and also to determine the practice methods and the frequencies of the strategies that are not found in the coursebooks but used by the instructors of the course. Of the qualitative research methods, the case study was used in the research and Turkish coursebooks used in the courses of teaching Turkish to foreigners, the structured observation form prepared in accordance with the expert opinions and the questionnaire forms applied to the instructors of the course were used as the data collection tools. The research was carried out in the scope of the beginning level A1 coursebooks including Istanbul University Turkish for Foreigners, Institute of Yunus Emre Yedi İklim Turkish, Gazi University Turkish for Foreigners in the courses of teaching Turkish as a foreign language. The structured observation form having been prepared to follow the lesson process was applied to each three classrooms in İstanbul University Language Centre, Yıldız Teknik University Turkish Teaching Centre, Gazi University Turkish Teaching Centre. The questionnaire form was applied to 90 instructors from Ankara, İstanbul, Kastamonu, Trabzon, Gaziantep, Tiflis and Saraybosna. The results acquired from the findings can be summarised as follows: it was found out that the the usages and frequencies of the strategies in the coursebooks of teaching Turkish as a foreign language showed much variety, and all of the vocabulary teaching strategies determined were not available in the present coursebooks, and also the instructors lacked of the knowledge and awareness about the vocabulary teaching strategies.
Key Words: Teaching Turkish as a foreign language, Vocabulary teaching, Vocabulary learning strategies.
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Anahtar Kelimeler: Türkçenin Yabancı Dil Olarak öğretimi, ders kitapları, yazma becerisi.
Thesis Chapters by mehmet saydam
The results acquired from the findings can be summarised as follows: it was found out that the the usages and frequencies of the strategies in the coursebooks of teaching Turkish as a foreign language showed much variety, and all of the vocabulary teaching strategies determined were not available in the present coursebooks, and also the instructors lacked of the knowledge and awareness about the vocabulary teaching strategies.
Key Words: Teaching Turkish as a foreign language, Vocabulary teaching, Vocabulary learning strategies.
Anahtar Kelimeler: Türkçenin Yabancı Dil Olarak öğretimi, ders kitapları, yazma becerisi.
The results acquired from the findings can be summarised as follows: it was found out that the the usages and frequencies of the strategies in the coursebooks of teaching Turkish as a foreign language showed much variety, and all of the vocabulary teaching strategies determined were not available in the present coursebooks, and also the instructors lacked of the knowledge and awareness about the vocabulary teaching strategies.
Key Words: Teaching Turkish as a foreign language, Vocabulary teaching, Vocabulary learning strategies.