1940’LI YILLARDA TÜRKÇENİN YABANCI DİL OLARAK İŞİTSEL-DİLSEL YÖNTEMLE ÖĞRETİLMESİ: SPOKEN TURKISH KİTABI
Although the history of teaching Turkish as a foreign language dates back centuries, there is not enough information about which approach and method was used in teaching in which years. Based on this problem, the aim of this study is to examine the book Spoken Turkish, which was published in the United States in 1944-45, as method and content. In the scope of the examination, besides the content, the basic approach of the method, the techniques used and measurement-evaluation features were used as criteria.
The book is divided into a total of 30 units and a theme is determined in each unit. Intense grammar teaching is also striking in the units in which dialogues suitable for these themes take place. While the themes of the units are mostly limited to daily communication, there are also dialogues that give information about Turkey. Unit themes and grammar topics were determined within the framework of the paper, and the features and techniques required by the method were also tried to be determined. As a matter of fact, memorizing the dialogues, forming sentences from the words in the dialogue, repeating after the teacher, chaining (a selected dialogue progresses in a chain in the whole class), filling single / multiple gaps, transforming (changing the sentence in grammatical terms), question-answer, similar pairs (pronunciation) It is noteworthy that techniques such as stating the difference between similar words by pronouncing them), completing the dialogue… are deliberately included in the book.
Teaching Turkish as a foreign language, language teaching methods, audio-lingual method, Spoken Turk