THE VIEW OF INTERCULTURAL SENSITIVITY IN BOOKS ON TEACHING TURKISH AS A FOREIGN/SECOND LANGUAGE: “YENİ İSTANBUL ULUSLARARASI ÖĞRENCİLER İÇİN TÜRKÇE” AND “YEDİ İKLİM TÜRKÇE” EXAMPLES

Damla Elif Kınay; Mustafa Durmuş

Makale detayları

THE VIEW OF INTERCULTURAL SENSITIVITY IN BOOKS ON TEACHING TURKISH AS A FOREIGN/SECOND LANGUAGE: “YENİ İSTANBUL ULUSLARARASI ÖĞRENCİLER İÇİN TÜRKÇE” AND “YEDİ İKLİM TÜRKÇE” EXAMPLES

Yazarlar:

Damla Elif Kınay | Mustafa Durmuş

Yayıncı:

Cukurova University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.8 Issue 2, pp.847-873

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001305744

pISSN:

2587-1900

Anahtar kelimeler:

Özet:

 In order for individuals to have effective intercultural interaction, they must have developed intercultural sensitivity. In this context, textbooks, which are the main sources of learners in foreignsecond language teaching, need to show cultural differences to learners in terms of content, ensure that learners do not alienate different cultural values and judgments, and that they are open and tolerant to differences. This is possible with the acquisition of intercultural sensitivity in language teaching classes. The aim of this study is to examine the intercultural sensitivity aspects of textbooks prepared for teaching Turkish as a foreign and second language within the framework of determined criteria. In this study, based on the idea that books are the course materials that students will follow intensively for a long time in language teaching, course books of Yedi İklim Türkçe and New Istanbul Turkish for International Students used in language teaching centers and institutions for the purpose of teaching Turkish as a foreign and second language were examined within the scope of intercultural sensitivity. The B1 and B2 level textbooks of the Turkish teaching sets determined in the study were evaluated according to prespecified criteria. In this article, which is a qualitative case study, the textbooks that constitute the sample of the research were examined with the document analysis method.. As a result of the research, it was determined that the elements and activities aimed at developing intercultural sensitivity were not used sufficiently in the textbooks inspected. Including various cultural contents from different cultures in language teaching textbooks in a way that allows learners to make comparisons, providing them in a way that will enable them to be tolerant towards different people and empathize with those people, and arousing curiosity about different cultures will lead learners to have a more impartial attitude towards differences. Based on this idea, it was concluded that the criteria discussed within the framework of the study should be taken into account in the textbooks that will be used to acquire intercultural sensitivity and therefore intercultural communication competence in classes teaching Turkish as a foreign  second language.

 In order for individuals to have effective intercultural interaction, they must have developed intercultural sensitivity. In this context, textbooks, which are the main sources of learners in foreignsecond language teaching, need to show cultural differences to learners in terms of content, ensure that learners do not alienate different cultural values and judgments, and that they are open and tolerant to differences. This is possible with the acquisition of intercultural sensitivity in language teaching classes. The aim of this study is to examine the intercultural sensitivity aspects of textbooks prepared for teaching Turkish as a foreign and second language within the framework of determined criteria. In this study, based on the idea that books are the course materials that students will follow intensively for a long time in language teaching, course books of Yedi İklim Türkçe and New Istanbul Turkish for International Students used in language teaching centers and institutions for the purpose of teaching Turkish as a foreign and second language were examined within the scope of intercultural sensitivity. The B1 and B2 level textbooks of the Turkish teaching sets determined in the study were evaluated according to prespecified criteria. In this article, which is a qualitative case study, the textbooks that constitute the sample of the research were examined with the document analysis method.. As a result of the research, it was determined that the elements and activities aimed at developing intercultural sensitivity were not used sufficiently in the textbooks inspected. Including various cultural contents from different cultures in language teaching textbooks in a way that allows learners to make comparisons, providing them in a way that will enable them to be tolerant towards different people and empathize with those people, and arousing curiosity about different cultures will lead learners to have a more impartial attitude towards differences. Based on this idea, it was concluded that the criteria discussed within the framework of the study should be taken into account in the textbooks that will be used to acquire intercultural sensitivity and therefore intercultural communication competence in classes teaching Turkish as a foreign  second language.

 In order for individuals to have effective intercultural interaction, they must have developed intercultural sensitivity. In this context, textbooks, which are the main sources of learners in foreignsecond language teaching, need to show cultural differences to learners in terms of content, ensure that learners do not alienate different cultural values and judgments, and that they are open and tolerant to differences. This is possible with the acquisition of intercultural sensitivity in language teaching classes. The aim of this study is to examine the intercultural sensitivity aspects of textbooks prepared for teaching Turkish as a foreign and second language within the framework of determined criteria. In this study, based on the idea that books are the course materials that students will follow intensively for a long time in language teaching, course books of Yedi İklim Türkçe and New Istanbul Turkish for International Students used in language teaching centers and institutions for the purpose of teaching Turkish as a foreign and second language were examined within the scope of intercultural sensitivity. The B1 and B2 level textbooks of the Turkish teaching sets determined in the study were evaluated according to prespecified criteria. In this article, which is a qualitative case study, the textbooks that constitute the sample of the research were examined with the document analysis method.. As a result of the research, it was determined that the elements and activities aimed at developing intercultural sensitivity were not used sufficiently in the textbooks inspected. Including various cultural contents from different cultures in language teaching textbooks in a way that allows learners to make comparisons, providing them in a way that will enable them to be tolerant towards different people and empathize with those people, and arousing curiosity about different cultures will lead learners to have a more impartial attitude towards differences. Based on this idea, it was concluded that the criteria discussed within the framework of the study should be taken into account in the textbooks that will be used to acquire intercultural sensitivity and therefore intercultural communication competence in classes teaching Turkish as a foreign  second language.

 Bireylerin etkin bir kültürlerarası etkileşime sahip olabilmesi için gelişmiş kültürlerarası duyarlılığa sahip olması gerekmektedir. Bu bağlamda yabancıikinci dil öğretiminde öğrenicilerin temel kaynaklarından ders kitaplarının; içerik olarak öğrenicilere kültürel farklılıkları gösterici, öğrenicilerin farklı kültürel değer ve yargıları yadırgamamalarını ve farklılıklara açık ve hoşgörülü olmalarını sağlaması gerekmektedir. Bu da dil öğretim sınıflarında kültürlerarası duyarlılık kazanımı ile olasıdır. Bu çalışmanın amacı, yabancı ve ikinci dil olarak Türkçe öğretim amacıyla hazırlanan ders kitaplarının kültürlerarası duyarlılık görünümlerini belirlenen ölçütler çerçevesinde incelemektir. Bu çalışmada dil öğretiminde öğreniciler için uzun bir süre yoğun bir şekilde takip edecekleri ders materyallerinin kitaplar olduğu düşüncesinden hareketle dil öğretim merkezleri ve kurumlarında yabancı ve ikinci dil olarak Türkçe öğretimi amacıyla kullanılan Yedi İklim Türkçe ve Yeni İstanbul Uluslararası Öğrenciler için Türkçe Eğitim Seti kültürlerarası duyarlılık kapsamında incelenmiştir. Çalışmada belirlenen Türkçe öğretim setlerine ait B1 ve B2 düzey ders kitapları tümevarım yöntemiyle geliştirilen ölçütler doğrultusunda değerlendirilmiştir. Nitel durum çalışması olan bu makalede araştırmanın örneklemini oluşturan ders kitapları doküman incelemesi yöntemi ile incelenmiştir. Araştırma sonucunda, incelenen ders kitaplarında kültürlerarası duyarlılığı geliştirmeye yönelik unsur ve etkinliklerden yeterince yararlanılmadığı tespit edilmiştir. Dil öğretim ders kitaplarında farklı kültürlere ait kültürel içerikler, öğrenicilerin karşılaştırma yapabilecekleri şekilde sunulmalıdır. Bununla beraber söz konusu kitaplarda, farklı kültürden kişilere karşı hoşgörülü olmaları ve o kişiler ile empati kurmalarına yardım edebilecek ve farklı kültürlere merak uyandıracak etkinliklerin yer alması öğrenicilerin farklılıklar karşısında daha tarafsız tutum sergilemelerini sağlayacaktır. Yabancı  ikinci dil olarak Türkçe öğretimi sınıflarında kullanılacak olan ders kitaplarında kültürlerarası duyarlılığın, dolayısıyla kültürlerarası iletişim yeterliliğinin kazanılması için bu çalışma çerçevesinde kullanılan ölçütlerin dikkate alınması gerektiği düşünülmektedir.

Makale detayları

THE VIEW OF INTERCULTURAL SENSITIVITY IN BOOKS ON TEACHING TURKISH AS A FOREIGN/SECOND LANGUAGE: “YENİ İSTANBUL ULUSLARARASI ÖĞRENCİLER İÇİN TÜRKÇE” AND “YEDİ İKLİM TÜRKÇE” EXAMPLES

Yazarlar:

Damla Elif Kınay | Mustafa Durmuş

Yayıncı:

Cukurova University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.8 Issue 2, pp.847-873

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001305744

pISSN:

2587-1900

Teaching Turkish as a Foreign Language

Teaching Turkish as a Second Language

Intercultural Communication

Intercultural Communication Competence

Intercultural SensitivityYabancı Dil Olarak Türkçe Öğretimi

İkinci Dil Olarak Türkçe Öğretimi

Kültürlerarası İletişim

Kültürlerarası İletişim Yeterliliği

Kültürlerarası Duyarlılık

Sayı

Makale detayları

Yazarlar: Damla Elif Kınay | Mustafa Durmuş

Yayıncı: Cukurova University

Ana Başlıklar: Türkçe Eğitimi

Dergi: Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.8 Issue 2, pp.847-873

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001305744

pISSN: 2587-1900

Sayı

Yazarlar:

Damla Elif Kınay | Mustafa Durmuş

Yayıncı:

Cukurova University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Çukurova Üniversitesi Türkoloji Araştırmaları Dergisi Vol.8 Issue 2, pp.847-873

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001305744

pISSN:

2587-1900