The Role of Culture in Teaching Turkish  as a Foreign Language to Bosnians

Dzenıta Acun; Mustafa Durmuş

Makale detayları

The Role of Culture in Teaching Turkish as a Foreign Language to Bosnians

Yazarlar:

Dzenıta Acun | Mustafa Durmuş

Yayıncı:

Hacettepe University

Dergi:

Hacettepe Üniversitesi Türkiyat Araştırmaları (HÜTAD) Issue 38, pp.297-316

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001289540

pISSN:

1305-5992

Anahtar kelimeler:

Özet:

 The purpose of this study is to shed light on the impact of language instruction incorporating shared cultural elements on learners levels of understanding and achievement in Bosnia and Herzegovina, an area where there is a degree of cultural overlap between the source and target languages. This study examines texts prepared for use in secondary and high schools in Bosnia and Herzegovina as well as Turkish language courses in Sarajevo and Mostar Cultural Centers of Yunus Emre Institute that use Turkish and Bosnian common cultural elements in teaching Turkish as a second foreign language, with an aim to explore the role of culture in teaching Turkish to Bosnians. The importance of assessing the impact on comprehension is highlighted. The researchs study group is made up of A2 level students who take Turkish language classes at the Yunus Emre Institute Sarajevo and Mostar Cultural Centers, as well as students who take Turkish language classes at Hasan Kikic Secondary School, Skender Kulenovic Secondary School, Dubravica Vitez Secondary School, and Druga Gimnazija High School. This study offers the hypothesis that the teaching process carried out by utilizing partnerships between the source culture of the learner and the culture of the target language as well as the cultural background interests of the learners in classrooms of homogeneous learners in monocultural learning-teaching environments, has a significant impact on learning and teaching success. In this regard, it seems that teaching methods and materials that show Bosnian, the learners mother tongue, and Turkish, the target language, together with their shared cultural traits, improve comprehension. According to the responses to the interview questions with the instructors and the research data gathered, it is noted that texts using cultural elements shared by the source language Bosnian and the target language Turkish have a positive impact on the learners reading comprehension levels.

 The purpose of this study is to shed light on the impact of language instruction incorporating shared cultural elements on learners levels of understanding and achievement in Bosnia and Herzegovina, an area where there is a degree of cultural overlap between the source and target languages. This study examines texts prepared for use in secondary and high schools in Bosnia and Herzegovina as well as Turkish language courses in Sarajevo and Mostar Cultural Centers of Yunus Emre Institute that use Turkish and Bosnian common cultural elements in teaching Turkish as a second foreign language, with an aim to explore the role of culture in teaching Turkish to Bosnians. The importance of assessing the impact on comprehension is highlighted. The researchs study group is made up of A2 level students who take Turkish language classes at the Yunus Emre Institute Sarajevo and Mostar Cultural Centers, as well as students who take Turkish language classes at Hasan Kikic Secondary School, Skender Kulenovic Secondary School, Dubravica Vitez Secondary School, and Druga Gimnazija High School. This study offers the hypothesis that the teaching process carried out by utilizing partnerships between the source culture of the learner and the culture of the target language as well as the cultural background interests of the learners in classrooms of homogeneous learners in monocultural learning-teaching environments, has a significant impact on learning and teaching success. In this regard, it seems that teaching methods and materials that show Bosnian, the learners mother tongue, and Turkish, the target language, together with their shared cultural traits, improve comprehension. According to the responses to the interview questions with the instructors and the research data gathered, it is noted that texts using cultural elements shared by the source language Bosnian and the target language Turkish have a positive impact on the learners reading comprehension levels.

 The purpose of this study is to shed light on the impact of language instruction incorporating shared cultural elements on learners levels of understanding and achievement in Bosnia and Herzegovina, an area where there is a degree of cultural overlap between the source and target languages. This study examines texts prepared for use in secondary and high schools in Bosnia and Herzegovina as well as Turkish language courses in Sarajevo and Mostar Cultural Centers of Yunus Emre Institute that use Turkish and Bosnian common cultural elements in teaching Turkish as a second foreign language, with an aim to explore the role of culture in teaching Turkish to Bosnians. The importance of assessing the impact on comprehension is highlighted. The researchs study group is made up of A2 level students who take Turkish language classes at the Yunus Emre Institute Sarajevo and Mostar Cultural Centers, as well as students who take Turkish language classes at Hasan Kikic Secondary School, Skender Kulenovic Secondary School, Dubravica Vitez Secondary School, and Druga Gimnazija High School. This study offers the hypothesis that the teaching process carried out by utilizing partnerships between the source culture of the learner and the culture of the target language as well as the cultural background interests of the learners in classrooms of homogeneous learners in monocultural learning-teaching environments, has a significant impact on learning and teaching success. In this regard, it seems that teaching methods and materials that show Bosnian, the learners mother tongue, and Turkish, the target language, together with their shared cultural traits, improve comprehension. According to the responses to the interview questions with the instructors and the research data gathered, it is noted that texts using cultural elements shared by the source language Bosnian and the target language Turkish have a positive impact on the learners reading comprehension levels.

 Bu araştırmanın amacı, tek dilli ve kültürlü sınıflarda hedef ve kaynak dilin kültürleri arasında belirli düzeyde ortaklıkların olması durumunda, ortak kültür ögelerinin yer aldığı bir dil öğretiminin öğrenicinin anlama ve başarı düzeylerine olan etkisini Bosna Hersek örneğinde ortaya koymaktır. Çalışmada, Boşnaklara Türkçe öğretiminde kültürün rolü kapsamında Bosna Hersekteki ortaokullarda ve liselerde seçmeli ikinci yabancı dil olarak verilen Türkçe derslerinde yanı sıra Yunus Emre Enstitüsü Saraybosna Türk Kültür Merkezi ile Yunus Emre Enstitüsü Mostar Türk Kültür Merkezindeki Türkçe dil kurslarında faydalanılan Türk ve Boşnak ortak kültür ögeleri kullanılarak hazırlanmış metinlerin öğrenicilerin okuma-anlama düzeylerine etkisinin değerlendirilmesi üzerinde durulmuştur. Araştırmanın çalışma grubunu; Hasan Kikic Ortaokulu, Skender Kulenovic Ortaokulu, Dubravica Vitez Ortaokulu, Druga Gimnazija Lisesi bünyesinde ikinci yabancı dil olarak Türkçe derslerine katılan A2 düzeyi öğrenicileri ile Yunus Emre Enstitüsü Saraybosna ve Mostar kültür merkezlerinin Türkçe dil kurslarındaki öğreniciler oluşturmaktadır. Bu araştırmada, tek kültürlü öğrenme-öğretme ortamlarında homojen öğrenicilerden oluşan sınıflarda öğrenicinin kültürü kaynak kültür ile hedef dilin kültürü arasındaki ortaklıkların ve söz konusu sınıflardaki öğrenicilerin kültürel arka plan ilgilerinden yararlanılarak yürütülecek öğretim sürecinin öğrenme ve öğretme başarısı üzerinde anlamlı bir etkisinin olduğuna inanılmaktadır. Bu bağlamda öğrenicilerin ana dili olarak Boşnakça ile hedef dili olarak Türkçenin ortak kültür ögelerinin birlikte sunulduğu öğretim materyallerinin ve uygulamalarının, anlama üzerinde olumlu etkisinin olduğu görüşü savunulmaktadır. Toplanan araştırma verilerine göre öğreticilerle görüşme formu sorularının cevaplarına dayanarak hedef dil Türkçe ve kaynak dil Boşnakça arasındaki ortak kültürel ögelerinin kullanıldığı metinlerin öğrenicilerin okuduğunu anlama düzeylerini olumlu etkilediği kaydedilmektedir.

Makale detayları

The Role of Culture in Teaching Turkish as a Foreign Language to Bosnians

Yazarlar:

Dzenıta Acun | Mustafa Durmuş

Yayıncı:

Hacettepe University

Dergi:

Hacettepe Üniversitesi Türkiyat Araştırmaları (HÜTAD) Issue 38, pp.297-316

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001289540

pISSN:

1305-5992

Teaching Turkish to foreigners

common culture

reading comprehension skills

Teaching Turkish in Bosnia and HerzegovinaYabancılara Türkçe Öğretimi

ortak kültür

okuma-anlama becerisi

Bosna Hersek’te Türkçe Öğretimi

Sayı

Makale detayları

Yazarlar: Dzenıta Acun | Mustafa Durmuş

Yayıncı: Hacettepe University

Dergi: Hacettepe Üniversitesi Türkiyat Araştırmaları (HÜTAD) Issue 38, pp.297-316

Belge Tipi: Makale

Yayın Tarihi: 5/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001289540

pISSN: 1305-5992

Sayı

Yazarlar:

Dzenıta Acun | Mustafa Durmuş

Yayıncı:

Hacettepe University

Dergi:

Hacettepe Üniversitesi Türkiyat Araştırmaları (HÜTAD) Issue 38, pp.297-316

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001289540

pISSN:

1305-5992