Türkçenin yabancı dil olarak öğretimi programı anlama kazanımlarının Barrett Taksonomisine göre incelenmesi
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Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
İnsanların anadili dışında yeni bir dil öğrenme isteği geçmişten günümüze kadar hız kesmeden artarak gelmiştir. İnsanoğlu farklı sebeplerden ötürü yeni bir dil öğrenmeye her zaman ihtiyaç duymuştur. Günümüzde ise bu ihtiyaç daha önceki dönemlerde olmadığı kadar fazladır. Hatta insanlar artık bir değil birden fazla yabancı dil öğrenme çabası içine girmişlerdir. İnsanlığın dil öğrenme çabası Türkçeyi geçmişten beri etkilenmiştir. Bu etkileşim son dönemlerde Türkiye'nin bölgesinde ve dünyada kazandığı itibar sayesinde daha çok artmıştır. Bu durumda Türkçenin yabancı dil olarak öğretimini daha önce hiç olmadığı kadar hızlandırmıştır. Türkçe öğrenmeye yönelik artan bu talep beraberinde farklı kurum ve kuruluşların açılmasına zemin hazırlamıştır. Ancak Türkçeye olan rağbetin artması bu alanda bazı eksiklerin olduğunu da göstermiştir. Bu eksiklerden en önemlisi alana özgü bir öğretim programının olmamasıdır. Türkçenin yabacı dil olarak öğretimi uzun yıllar boyunca Avrupa Ortak Başvuru Metni temel dayanak alınarak yürütülmüştür. Alandaki bu eksiklik "Türkiye Maarif Vakfı" öncülüğünde hazırlanan "Türkçenin Yabancı Dil Olarak Öğretimi Programı" sayesinde giderilmiştir. Program alanda genel kabul gören tek program olma özelliğine sahiptir. Bu çalışmada da programın anlama kazanımları Barrett Taksonomisi'ne göre incelenmiş ve kazanımların taksonomi basamaklarına göre tasnif edilmesi amaçlanmıştır. Araştırmanın amacına uygun olarak nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Çalışma sonucunda anlama kazanımlarının taksonominin basamaklarını ne derece içerdiği, kazanımların eksik yönleri, kazanımlar ve beceriler arasındaki uyumun ne derece olduğu sonuçlarına ulaşılmıştır. Bu sonuçlara bakıldığında programın anlama kazanımlarının taksonominin basamaklarına eşit bir şekilde dağıtılmadığı görülmektedir. Kazanımlar daha çok basit anlama düzeyinde yoğunlaşmakta ve Barrett Taksonomisi'nin en önemli basamağı olan memnuniyet basamağında yer alan anlama kazanımı bulunmamaktadır. Anahtar kelimeler: Türkçenin Yabancı Dil Olarak Öğretimi Program, Barrett Taksonomisi, kazanım, beceri, anlama
The desire of people to learn a new language other than their mother tongue has increased from past to present without slowing down. Mankind has always needed to learn a new language for different reasons. Today, this need is more than ever before. In fact, people are now trying to learn more than one foreign language, not one. Turkish, on the other hand, has been influenced by humanity's efforts to learn languages since the past. This interaction has increased more recently thanks to the reputation Turkey has gained in the region and in the world. In this case, it has accelerated the teaching of Turkish as a foreign language more than ever before. This increasing demand for learning Turkish has paved the way for the establishment of different institutions and organizations. However, the increase in the demand for Turkish has also shown that there are some deficiencies in this field. The most important of these deficiencies is the absence of a field-specific curriculum. The teaching of Turkish as a foreign language has been carried out for many years on the basis of the European Common Application Text. This deficiency in the field has been eliminated thanks to the Turkish Teaching as a Foreign Language Program, which was prepared under the leadership of the Turkish Maarif Foundation. The program has the feature of being the only generally accepted program in the field. In this study, the comprehension achievements of the program were examined according to the Barrett Taxonomy and it was aimed to classify the gains according to the taxonomy steps. In accordance with the purpose of the research, document analysis, one of the qualitative research methods, was used. As a result of the study, the extent to which the understanding gains include taxonomy steps, the missing aspects of the acquisitions, the harmony between the acquisitions and skills, etc. achieved results. When these results are examined, it is seen that the comprehension gains of the program are not evenly distributed to the steps of the taxonomy. The gains are mostly concentrated at the level of simple comprehension and there is no level of simple comprehension and there is no comprehension gain in the satisfaction level, which is the most important step of Barrett's Taxonomy. Key Words: Curriculum for teaching Turkish as a foreign language, Barrett Taxonomy, earnings, skill, understanding.
The desire of people to learn a new language other than their mother tongue has increased from past to present without slowing down. Mankind has always needed to learn a new language for different reasons. Today, this need is more than ever before. In fact, people are now trying to learn more than one foreign language, not one. Turkish, on the other hand, has been influenced by humanity's efforts to learn languages since the past. This interaction has increased more recently thanks to the reputation Turkey has gained in the region and in the world. In this case, it has accelerated the teaching of Turkish as a foreign language more than ever before. This increasing demand for learning Turkish has paved the way for the establishment of different institutions and organizations. However, the increase in the demand for Turkish has also shown that there are some deficiencies in this field. The most important of these deficiencies is the absence of a field-specific curriculum. The teaching of Turkish as a foreign language has been carried out for many years on the basis of the European Common Application Text. This deficiency in the field has been eliminated thanks to the Turkish Teaching as a Foreign Language Program, which was prepared under the leadership of the Turkish Maarif Foundation. The program has the feature of being the only generally accepted program in the field. In this study, the comprehension achievements of the program were examined according to the Barrett Taxonomy and it was aimed to classify the gains according to the taxonomy steps. In accordance with the purpose of the research, document analysis, one of the qualitative research methods, was used. As a result of the study, the extent to which the understanding gains include taxonomy steps, the missing aspects of the acquisitions, the harmony between the acquisitions and skills, etc. achieved results. When these results are examined, it is seen that the comprehension gains of the program are not evenly distributed to the steps of the taxonomy. The gains are mostly concentrated at the level of simple comprehension and there is no level of simple comprehension and there is no comprehension gain in the satisfaction level, which is the most important step of Barrett's Taxonomy. Key Words: Curriculum for teaching Turkish as a foreign language, Barrett Taxonomy, earnings, skill, understanding.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
