- Çanakkale Onsekiz Mart University Faculty of Education Anafartlar Campus 17100 Çanakkale TURKEY
- +905423214053
Dinçay Köksal
Canakkale Onsekiz Mart University, Foreign Language Education, Faculty Member
This paper discusses what teachers of English do to test their learners with specific test samples used to assess students' language skills, and suggests practical solutions on this issue. It also proposes a distance learning course... more
This paper discusses what teachers of English do to test their learners with specific test samples used to assess students' language skills, and suggests practical solutions on this issue. It also proposes a distance learning course in ‘testing and assessment’ for teachers’ professional development on the Internet, which will enable them to exchange ideas and find solutions to problems.
Introduction: Among its contemporaries, the updated Bloom’s taxonomy is perhaps the most widely used cognitive process model. It is a categorization paradigm that emphasizes the cognitive levels beginning with remembering the information... more
Introduction: Among its contemporaries, the updated Bloom’s taxonomy is perhaps the most widely used cognitive process model. It is a categorization paradigm that emphasizes the cognitive levels beginning with remembering the information and progressing to more complicated levels such as producing the knowledge. Education psychologists want to assist instructors, policymakers, and curriculum creators in designing education that enables students to effectively retain, retrieve, and apply the selected content. Classifying information in a precise sequence that is durable in a person’s memory can aid learners in effectively storing, retrieving, retrieving, and using facts; otherwise, the whole learning process may be impeded. Thus, it is imperative that students acquire the fundamental knowledge prior to attempting to interpret current information to develop meaningful knowledge (Darwazeh, 2017). The purpose of this research was to determine the degree to which the updated Bloom’s taxo...
Research Interests:
Research Interests:
This study aims to reveal English language academicians and postgraduate students’ ambitions about involving in research studies in a developing country, Turkey. To collect data, a questionnaire was constructed and delivered to 159 ELT... more
This study aims to reveal English language academicians and postgraduate students’ ambitions about involving in research studies in a developing country, Turkey. To collect data, a questionnaire was constructed and delivered to 159 ELT academicians and students to learn about their knowledge of writing a research report, experiences in research and writing a research report, and perception of difficulty in different sections of a research report. Besides, semi-constructed interviews were also administered to 12 academicians. The results indicated significant differences between academicians and students. Besides, discussion was regarded as the most difficult part whereas writing references was the easiest. Although participants reported their experiences in constructing the skeleton of a research paper, they regarded themselves weak in long run studies.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
This study aims to investigate foreign language education policy of Turkey at the macro level. It gives prominence to English language teaching as it plays a major role in Turkey’s education system. Data were collected through official... more
This study aims to investigate foreign language education policy of Turkey at the macro level. It gives prominence to English language teaching as it plays a major role in Turkey’s education system. Data were collected through official documents which involve the national education councils organized from 1939 onwards. The documents were scanned and evaluated by means of qualitative research. In doing so, the information on foreign language education obtained from these primary sources was summarized and analysed through main themes. The results indicate that although the top- level state authorities in Turkey theoretically give importance to foreign language teaching, they show inconsistency in their decisions while translating them into practice.
Research Interests:
This study investigated EFL teachers’ perceptions of written corrective feedback and the relationship between their written corrective feedback preferences, self-efficacy beliefs and burnout levels. In order to investigate the effect of... more
This study investigated EFL teachers’ perceptions of written corrective feedback and the relationship between their written corrective feedback preferences, self-efficacy beliefs and burnout levels. In order to investigate the effect of these contextual factors on teacher perceptions and preferences in an EFL setting, a mixed-methods design which integrated quantitative and qualitative techniques and methods was used. A total of 36 instructors teaching English at various state universities in Turkey participated in the study. For data collection, three different questionnaires and semi-structured interviews were used. Results demonstrated a significant correlation between written corrective feedback preferences and burnout levels of the participant teachers. They also indicated a significant correlation between written corrective feedback preferences of teachers and their self-efficacy levels. Among other results, explicit and unfocused written feedback preferences of teachers and t...
Research Interests:
Research Interests:
The significance of Bloom's taxonomy is ingrained in developing assessments that measure higher and lower level cognitive skills. Since it is important to assess how well students master the information within the levels of the... more
The significance of Bloom's taxonomy is ingrained in developing assessments that measure higher and lower level cognitive skills. Since it is important to assess how well students master the information within the levels of the taxonomy, in this study, the higher and lower levels of Bloom's taxonomy are presented and whether the exam questions of General English courses are based on both higher and lower order thinking levels is detected. This study was carried out through both quantitative and qualitative methods of data collection. The findings of the study suggested that the analyzed exam papers lacked the higher level cognitive skills contained in Bloom’s Taxonomy. Through the findings, some assumptions have been made with the aim of suggesting how the exam papers which are being written or will be written should refer to Bloom’s taxonomy.
Research Interests: Psychology, Teaching English as a Second Language, Second Language Acquisition, Languages and Linguistics, Assessment, and 15 morePeer Assessment, Educational Research, Cognition, Formative Assessment, Taxonomy, Assessment in Higher Education, Teaching English As A Foreign Language, Language Assessment, Crab Biology and Taxonomy, Blooms Taxonomy, Taksonomi Bloom, Taxonomia de Bloom, Bloom, Assessment and Measurement, and Kata Operasional Taksonomi Bloom
In educational research, it is vital for researchers to have an underlying philosophy and to shape their studies in the borders of a framework. Epistemological and ontological views of the researchers are the key factors affecting the... more
In educational research, it is vital for researchers to have an underlying philosophy and to shape their studies in the borders of a framework. Epistemological and ontological views of the researchers are the key factors affecting the process of research design. Researchers’ perceptions about knowledge and reality are important not only in shaping their research but also reporting the way they use in their research paper. Therefore, this study is designed as an in-depth epistemological and ontological analysis of three selected studies based upon the English Language Teaching classes. For the analysis part, especially the table (see Appendix) reporting different research approaches with different epistemological and ontological views by Guba and Lincoln (1994) were employed. The conclusion drawn from the analysis of these three studies indicate that researchers conduct their studies by basing on one framework or theoretical approach, which best suits for the nature of their research...
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This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners depending upon the S trategic S elf- R egulation (S 2 R) Model proposed by Oxford (2011), and to examine the relationships between their... more
This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners depending upon the S trategic S elf- R egulation (S 2 R) Model proposed by Oxford (2011), and to examine the relationships between their reported self-regulated L2 strategy use and their personality traits, identity, beliefs about L2 learning, and proficiency. The mixed methods sequential explanatory design was used in this study. Data were gathered by means of quantitative and qualitative data collection instruments. Quantitative data collection instruments were administered to 205 participants attending the Department of FLE at Trakya University, Turkey. Data were analyzed using frequency distribution and stepwise multiple regression analysis. As for the qualitative phase of the study, semi-structured interviews conducted with more and less frequent strategy users (n=10), were analyzed by means of descriptive analysis. Findings demonstrated that self-regulated L2 learning strategy use...
Research Interests:
This study aims to reveal English language academicians and postgraduate students’ ambitions about involving in research studies in a developing country, Turkey. To collect data, a questionnaire was constructed and delivered to 159 ELT... more
This study aims to reveal English language academicians and postgraduate students’ ambitions about involving in research studies in a developing country, Turkey. To collect data, a questionnaire was constructed and delivered to 159 ELT academicians and students to learn about their experiences in research and writing a research report, and perception of difficulty in different sections of a research report. Besides, semi-constructed interviews were also administered to 12 academicians. The results indicated significant differences between academicians and students. Besides, discussion was regarded as the most difficult part whereas writing references was the easiest. Although participants reported their experiences in constructing the skeleton of a research paper, they regarded themselves weak in long run studies.
Research Interests:
Evaluation serves as a major means to identify the benefits and effectiveness of a teaching program. To capture as many potential angles as possible and investigate the opinions of stakeholders with regards to the elements of teaching... more
Evaluation serves as a major means to identify the benefits and effectiveness of a teaching program. To capture as many potential angles as possible and investigate the opinions of stakeholders with regards to the elements of teaching programs, researchers and program developers generally tend to rely on quantitative survey data. To this end, program evaluation questionnaires play a remarkable role since they ensure to gather quick and sufficient numerical data from a considerable number of respondents. However, the suitability, reliability, and appropriateness of questionnaires for investigating the opinions of stakeholders regarding English language teaching programs (ELTP, henceforth) are considered as narrow-scoped. Based on the argument, the primary concern of the current research is to develop a program evaluation scale for exploring opinions of language teachers by providing insights on all possible angles of ELTP with a particular focus on objectives, content, teaching learn...
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The expanding hegemony of English caused English Language Teaching to suddenly turn into an international business with huge financial investment, and accordingly produced EFL textbooks evolved into a cornerstone of the business. Further,... more
The expanding hegemony of English caused English Language Teaching to suddenly turn into an international business with huge financial investment, and accordingly produced EFL textbooks evolved into a cornerstone of the business. Further, studies on the relation between ideology, hegemony, and textbooks have multiplied in recent decades as a result of the rise of critical theory, critical pedagogy, and critical thinking skills which have inspired scholars to establish a critical perspective towards EFL textbooks considering the compounds of ideology and hegemony. In this paper, using a mixed method research design, qualitatively collected data through interviews and quantitatively gathered data through a questionnaire aimed to reveal the views of teachers/instructors and learners about the ideological and hegemonic practices contained in the EFL textbooks. The results of questionnaire and interview showed that ideology and hegemony are closely related to each other. Moreover, it is ...
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Introduction: Studies on the relationship between ideology, hegemony and textbooks in applied linguistics have been incremental in recent decades because emergence of critical theory, critical pedagogy, and critical thinking skills from... more
Introduction: Studies on the relationship between ideology, hegemony and textbooks in applied linguistics have been incremental in recent decades because emergence of critical theory, critical pedagogy, and critical thinking skills from the 1920s on has led scholars to develop a critical perspective towards EFL (English as a Foreign Language) textbooks taking the elements of ideology and hegemony into consideration. These two terms encompass an innumerable number of elements or compounds ranging from nationalism to religion. The importance of meta-narratives originating from the tenets of modernism or modernization has been downgraded from 1960s on because it has been postulated that the world has entered a new age called postmodernism and post-structuralism that have emphasized the role of individuals and criticized the efforts to reinforce post-colonialism, the effects of which can be seen in EFL textbooks. Therefore, it remains crucial to analyze EFL textbooks taking the main ele...
Research Interests: Sociology, Ideology Studies, Translation and Ideology, Language and Ideology, Ideology, and 15 moreContent Analysis, Postmodernism, Critical Discourse Analysis, Language Ideology, Ideology Critique, Imperial ideology and representation, Ideology and Discourse Analysis, Political Ideology, Hegemony, Ideology and Discourse Theory, Gramsci and Cultural Hegemony, Standard Language Ideology, Hegemony and Counter-Hegemony, Cultural Hegemony, and Challenging Hegemony Through Feminsit Theory
Research Interests:
Research Interests: Psychology, Teacher Education, Mathematics Education, Teacher Research, Second Language Teacher Education, and 11 moreTeacher Training, Teachers Practices, Teacher Development, Teacher, Preservice Teacher Education, English Language Proficiency, Preservice Teachers, Teacher Preparation, Language proficiency, preservice English teacher education, and Teachers Professional Development
Research Interests:
Research Interests:
Learning English as a foreign or second language may generate a solid impact on learners’ values and ideologies in that, for several decades, social theorists have aimed to clarify why countries that lack economic power accept social... more
Learning English as a foreign or second language may generate a solid impact on learners’ values and ideologies in that, for several decades, social theorists have aimed to clarify why countries that lack economic power accept social hierarchies which prioritize some while ignoring others. Such concepts as ideology and hegemony have been employed to define the relation between the social formation of knowledge and the maintenance of unfair power hierarchies. As a result of the expanding hegemony of English, English Language Teaching has suddenly turned into an international business with huge financial investment, and accordingly produced English as a Foreign Language textbooks evolved into the cornerstone of the business. Additionally, studies on the relation between ideology, hegemony and textbooks have increased in recent decades since the rise of critical theory, critical pedagogy and critical thinking skills has inspired scholars to establish a critical perspective towards EFL ...
Research Interests: Ideology Studies, Translation and Ideology, Language and Ideology, Ideology, Language Ideology, and 10 moreIdeology Critique, Ideology and Discourse Analysis, Foreign policy and ideology, Political Ideology, Hegemony, Ideology and Discourse Theory, Gramsci and Cultural Hegemony, Ideological Criticism, Standard Language Ideology, and Hegemony and Counter-Hegemony
Being a time-consuming practice, EFL teacher education is a prominent issue to be considered while making long-term policies. In such a globalized setting with such a fast-growing technology, this issue is currently perceived to be more... more
Being a time-consuming practice, EFL teacher education is a prominent issue to be considered while making long-term policies. In such a globalized setting with such a fast-growing technology, this issue is currently perceived to be more than a requirement as a result of the power of English as a global language. As a result, the necessity of a prosperous EFL teacher education depends heavily on a meritorious program. While we see a number of adequate developments in the history of EFL teacher education in Turkey, these developments seem to be insufficient. In a world where EFL continuously promotes significance, nearly every country tries to power up their EFL teachers− based on both their short and long-term needs. Therefore, within this study, the state of EFL teacher education in Turkey is examined in a chronological order. To achieve this, document analysis technique was employed through investigating the existing records and documents. Conclusions and pedagogical implications of the findings are discussed in the study.
Research Interests: Teacher Education, Second Language Teacher Education, History of English Language, Teaching EFL, History of teacher education, and 6 moreEnglish as a Foreign Language (EFL), English Language Teaching (ELT), Teaching EFL and Teacher Training, Bangladesh ELT, ELT in Bangladesh, and English Literature, Teaching of English as a Foreign Language, History
Abstract In language teaching and learning, we have a lot to choose from the world of technology: radio, TV, CD-Rom, computers, C.A.L.L., the Internet, Electronic Dictionary, e-mail, audio cassettes, Power-point, and videos/DVDs or... more
Abstract
In language teaching and learning, we have a lot to choose from the world of technology: radio, TV, CD-Rom,
computers, C.A.L.L., the Internet, Electronic Dictionary, e-mail, audio cassettes, Power-point, and videos/DVDs
or VCDs. Table 1 in Appendix C illustrates their advantages and disadvantages. This paper aims to discuss the
use and importance of Videos/DVDs as visual aids in language learning and teaching, presenting a sample video
lesson focusing on the study of language through literary texts--a novel by Harper Lee. We all know that there
are hundreds of films on video or DVD (VCD), which borrow their stories from novels. This paper does not aim
to present prescriptions to language teachers, but rather, to make suggestions concerning the effective use of
video or films in EFL classes.
Key words: Language Teaching, Technology, Language Learning, Learning Strategies, Learning Styles and
Video
In language teaching and learning, we have a lot to choose from the world of technology: radio, TV, CD-Rom,
computers, C.A.L.L., the Internet, Electronic Dictionary, e-mail, audio cassettes, Power-point, and videos/DVDs
or VCDs. Table 1 in Appendix C illustrates their advantages and disadvantages. This paper aims to discuss the
use and importance of Videos/DVDs as visual aids in language learning and teaching, presenting a sample video
lesson focusing on the study of language through literary texts--a novel by Harper Lee. We all know that there
are hundreds of films on video or DVD (VCD), which borrow their stories from novels. This paper does not aim
to present prescriptions to language teachers, but rather, to make suggestions concerning the effective use of
video or films in EFL classes.
Key words: Language Teaching, Technology, Language Learning, Learning Strategies, Learning Styles and
Video
Research Interests:
Research Interests:
Abstract: Classroom research is thought to be quite challenging by teachers. If teachers are trained and guided to conduct classroom research during their education process, they may appraise the importance of research in education. By... more
Abstract: Classroom research is thought to be quite challenging by teachers. If teachers are
trained and guided to conduct classroom research during their education process, they may
appraise the importance of research in education. By conducting classroom research, they
may gain new insights and develop skills about the teaching issue. Therefore, in this study, it
was aimed at guiding the prospective teachers to conduct classroom research in their own
classrooms by observing, interviewing, and questioning their classmates’ learning strategy
preferences. The research topic “learning strategy preferences of the students” was chosen as
a sample topic by the researcher.
Key words: classroom research, language classrooms, prospective teachers, learning
strategies
trained and guided to conduct classroom research during their education process, they may
appraise the importance of research in education. By conducting classroom research, they
may gain new insights and develop skills about the teaching issue. Therefore, in this study, it
was aimed at guiding the prospective teachers to conduct classroom research in their own
classrooms by observing, interviewing, and questioning their classmates’ learning strategy
preferences. The research topic “learning strategy preferences of the students” was chosen as
a sample topic by the researcher.
Key words: classroom research, language classrooms, prospective teachers, learning
strategies
Research Interests:
Özet Yabancı Dil Olarak Türkçe Öğretiminde Diller İçin Avrupa Ortak Öneriler Çerçevesi Ölçütlerine Göre Türk Kültürü Tanımlayıcılarının Oluşturulması: B1 Dil Düzeyi Model Önerisi Bu araştırmanın amacı, yabancılara Türkçe öğretiminde... more
Özet
Yabancı Dil Olarak Türkçe Öğretiminde Diller İçin Avrupa Ortak Öneriler Çerçevesi Ölçütlerine Göre Türk Kültürü Tanımlayıcılarının Oluşturulması: B1 Dil Düzeyi Model Önerisi
Bu araştırmanın amacı, yabancılara Türkçe öğretiminde kültür aktarımının yöntemli ve dil düzeyine göre yapılmasını sağlamak için B1 dil düzeyinde Türk Kültürü tanımlayıcılarının oluşturulmasıdır. Nitel araştırma yöntemi kullanılarak yapılan araştırmada tarama modeli ve doküman analizi yöntemleri kullanılmıştır. Bu modelin seçilmesindeki amaç Türk kültürü tanımlayıcıları için bir model önerisi sunmaktır. Türk kültürü tanımlayıcılarının oluşturulma sürecinde öncelikle yabancılara Türkçe öğretiminde kullanılan İstanbul B1 kitabının içindeki kültürel ögeler Diller İçin Avrupa Ortak Öneriler Çerçeve Metni ( 2013 ) genel yeterlilikler ölçütlerine uygunluğu açısından değerlendirilerek incelenmiştir. Kültürel ögelerin aktarımına duyarlı bir bakış açısına sahip olduğu söylenebilecek olan yöntem kitapları incelenmiş ve İstanbul Seti B1 yöntem kitabı, incelenmek üzere seçilmiştir. İstanbul B1 setinde yapılan kültür aktarımının genel yeterlilikler ölçütlerine uymadığı belirlenmiştir. Diller İçin Avrupa Ortak Öneriler Çerçeve Metni (2013 ) genel yeterlilikler ölçütlerine uygun kültür aktarımının yapılmasını sağlamak adına, Türk kültürü tanımlayıcılarının oluşturulması sürecine başlanmıştır. Sürecin birinci aşamasında, Diller İçin Avrupa Ortak Öneriler Çerçeve Metninden, sonraki aşamalarda Avrupa Konseyi tarafından yapılan projelerden, yabancı dil öğretiminde dillere ve kültürlere çoklu yaklaşımlar projesi (CARAP 2012) verilerinden, çalışmaya uygunluğu bakımından sadece kültürel ögelerle ilgili veriler taranmıştır. Elde edilen bu verilerden, proje yazarlarının kültürel alanlar olarak adlandırdıkları veriler, kültürel betimleyicilerin oluşturulması sürecinde hedefleri oluşturmuştur. Proje yazarlarının kültür bilgisi olarak adlandırdıkları veriler ise Türk kültürü tanımlayıcılarının hazırlanmasında, kültür aktarımında olması gereken içerik özelliklerini ortaya koymuştur. Bu bilgilerden hareketle, son aşamada oluşturulacak olan Türk kültürü tanımlayıcılarının özellikle yöntem kitabı yazarları tarafından daha rahat kullanımını sağlamak için Türk toplumsal bilgisi içeriği, proje verilerine göre tarama ve doküman analizi yöntemleriyle araştırılmıştır. Elde edilen veriler Türk kültürü tanımlayıcılarının bildirime dayalı bilgi ( savoir ) boyutunu oluşturmuştur. Türk kültürü tanımlayıcılarının içeriğini oluşturacak uygulayıcı beceriler (savoir – faire ) B1 dil düzeyinin kültürel yeterlilikleri ile sınırlanması gerektiğinden, Avrupa Konseyi B1 Eşik Düzey Başvuru Metni ( 2011) projesinin kültürel yeterlilikler verileri doküman analizi yöntemiyle incelenip, elde edilen veriler Türk kültürü tanımlayıcılarının hazırlanmasında B1 dil düzeyinde sınırlılıkları olarak belirlenmiştir. Ardından tüm bu veriler ışığında, Türk Kültürü Tanımlayıcıları model önerisi Diller İçin Avrupa Ortak Çerçeve Metni ( 2013 ) bağlamında belirtilen tanımlayıcı yazma ölçütleri dikkate alınarak hazırlanmıştır.
Anahtar Sözcükler: Yabancı Dil Olarak Türkçe Öğretimi, Kültürel Tanımlayıcılar, Kültür Aktarımı, Türk Kültürü, Diller İçin Avrupa Ortak Öneriler Çerçevesi, B1 Dil Düzeyi.
Abstract
Developing Turkish Culture Descriptors In Line With The Common European Framework For languages (Cefr) For Teaching Turkish As A Foreign Language:
B1 Language Level
The aim of this study is to develop Turkish culture descriptors at B1 language level in order to enable the transfer of culture methodologically to foreigners learning Turkish. Scanning model and document analysis method were used in this research conducted by qualitative research method. The aim of choosing this method is to present a model proposal for Turkish culture descriptors. In the process of developing Turkish culture descriptors, in the first place, the cultural elements in the textbook ‘İstanbul B1’were evaluated in terms of conformity with the general competences of Common European Framework for Languages (2013). Although it is a textbook sensitive to the transfer of cultural elements, it is observed the cultural transmission in ‘İstanbul B1’ does not meet the requirements of general competences. For this reason, in order to ensure cultural transfer in terms of conformity with the general competences of the Common European Framework for Languages (2013), descriptors were developed. In the first phase of the process, only data on cultural items were scanned from a project carried out by the Council of Europe following the Common European Framework for Languages: A Framework of Reference for Pluralistic Approaches (CARAP 2012). From the data obtained, the data which the project writers called cultural areas formed the targets in the process of developing cultural descriptors. This data revealed the features of the content that should be employed in the preparation of Turkish culture descriptors. Based on this information, Turkish social information content was examined by scanning and document analysis methods in order to enable textbook writers to adopt Turkish culture descriptors easily into their content. The data obtained comprise the declarative knowledge (savoir) competences of Turkish culture descriptors. Since the cultural skills of B1 language level should be limited by the skills and know-how (savoir-faire) which would form the content of the Turkish culture descriptors, the cultural competences data of the Council of Europe B1 Threshold Level (2011) were analyzed by document analysis method. The data obtained were determined as limitations of B1 language level in the preparation of Turkish culture descriptors. In the light of all these data, Turkish Culture Descriptors were developed by taking into account the preparation criteria for descriptors stated in the context of the Common European Framework for Languages (2013).
Key Words: : Turkish Cultural Descriptors, B1 Threshold Level, Turkish Culture, Common European Framework for Languages, Transfer of Culture, Turkish as a Foreign Language.
Yabancı Dil Olarak Türkçe Öğretiminde Diller İçin Avrupa Ortak Öneriler Çerçevesi Ölçütlerine Göre Türk Kültürü Tanımlayıcılarının Oluşturulması: B1 Dil Düzeyi Model Önerisi
Bu araştırmanın amacı, yabancılara Türkçe öğretiminde kültür aktarımının yöntemli ve dil düzeyine göre yapılmasını sağlamak için B1 dil düzeyinde Türk Kültürü tanımlayıcılarının oluşturulmasıdır. Nitel araştırma yöntemi kullanılarak yapılan araştırmada tarama modeli ve doküman analizi yöntemleri kullanılmıştır. Bu modelin seçilmesindeki amaç Türk kültürü tanımlayıcıları için bir model önerisi sunmaktır. Türk kültürü tanımlayıcılarının oluşturulma sürecinde öncelikle yabancılara Türkçe öğretiminde kullanılan İstanbul B1 kitabının içindeki kültürel ögeler Diller İçin Avrupa Ortak Öneriler Çerçeve Metni ( 2013 ) genel yeterlilikler ölçütlerine uygunluğu açısından değerlendirilerek incelenmiştir. Kültürel ögelerin aktarımına duyarlı bir bakış açısına sahip olduğu söylenebilecek olan yöntem kitapları incelenmiş ve İstanbul Seti B1 yöntem kitabı, incelenmek üzere seçilmiştir. İstanbul B1 setinde yapılan kültür aktarımının genel yeterlilikler ölçütlerine uymadığı belirlenmiştir. Diller İçin Avrupa Ortak Öneriler Çerçeve Metni (2013 ) genel yeterlilikler ölçütlerine uygun kültür aktarımının yapılmasını sağlamak adına, Türk kültürü tanımlayıcılarının oluşturulması sürecine başlanmıştır. Sürecin birinci aşamasında, Diller İçin Avrupa Ortak Öneriler Çerçeve Metninden, sonraki aşamalarda Avrupa Konseyi tarafından yapılan projelerden, yabancı dil öğretiminde dillere ve kültürlere çoklu yaklaşımlar projesi (CARAP 2012) verilerinden, çalışmaya uygunluğu bakımından sadece kültürel ögelerle ilgili veriler taranmıştır. Elde edilen bu verilerden, proje yazarlarının kültürel alanlar olarak adlandırdıkları veriler, kültürel betimleyicilerin oluşturulması sürecinde hedefleri oluşturmuştur. Proje yazarlarının kültür bilgisi olarak adlandırdıkları veriler ise Türk kültürü tanımlayıcılarının hazırlanmasında, kültür aktarımında olması gereken içerik özelliklerini ortaya koymuştur. Bu bilgilerden hareketle, son aşamada oluşturulacak olan Türk kültürü tanımlayıcılarının özellikle yöntem kitabı yazarları tarafından daha rahat kullanımını sağlamak için Türk toplumsal bilgisi içeriği, proje verilerine göre tarama ve doküman analizi yöntemleriyle araştırılmıştır. Elde edilen veriler Türk kültürü tanımlayıcılarının bildirime dayalı bilgi ( savoir ) boyutunu oluşturmuştur. Türk kültürü tanımlayıcılarının içeriğini oluşturacak uygulayıcı beceriler (savoir – faire ) B1 dil düzeyinin kültürel yeterlilikleri ile sınırlanması gerektiğinden, Avrupa Konseyi B1 Eşik Düzey Başvuru Metni ( 2011) projesinin kültürel yeterlilikler verileri doküman analizi yöntemiyle incelenip, elde edilen veriler Türk kültürü tanımlayıcılarının hazırlanmasında B1 dil düzeyinde sınırlılıkları olarak belirlenmiştir. Ardından tüm bu veriler ışığında, Türk Kültürü Tanımlayıcıları model önerisi Diller İçin Avrupa Ortak Çerçeve Metni ( 2013 ) bağlamında belirtilen tanımlayıcı yazma ölçütleri dikkate alınarak hazırlanmıştır.
Anahtar Sözcükler: Yabancı Dil Olarak Türkçe Öğretimi, Kültürel Tanımlayıcılar, Kültür Aktarımı, Türk Kültürü, Diller İçin Avrupa Ortak Öneriler Çerçevesi, B1 Dil Düzeyi.
Abstract
Developing Turkish Culture Descriptors In Line With The Common European Framework For languages (Cefr) For Teaching Turkish As A Foreign Language:
B1 Language Level
The aim of this study is to develop Turkish culture descriptors at B1 language level in order to enable the transfer of culture methodologically to foreigners learning Turkish. Scanning model and document analysis method were used in this research conducted by qualitative research method. The aim of choosing this method is to present a model proposal for Turkish culture descriptors. In the process of developing Turkish culture descriptors, in the first place, the cultural elements in the textbook ‘İstanbul B1’were evaluated in terms of conformity with the general competences of Common European Framework for Languages (2013). Although it is a textbook sensitive to the transfer of cultural elements, it is observed the cultural transmission in ‘İstanbul B1’ does not meet the requirements of general competences. For this reason, in order to ensure cultural transfer in terms of conformity with the general competences of the Common European Framework for Languages (2013), descriptors were developed. In the first phase of the process, only data on cultural items were scanned from a project carried out by the Council of Europe following the Common European Framework for Languages: A Framework of Reference for Pluralistic Approaches (CARAP 2012). From the data obtained, the data which the project writers called cultural areas formed the targets in the process of developing cultural descriptors. This data revealed the features of the content that should be employed in the preparation of Turkish culture descriptors. Based on this information, Turkish social information content was examined by scanning and document analysis methods in order to enable textbook writers to adopt Turkish culture descriptors easily into their content. The data obtained comprise the declarative knowledge (savoir) competences of Turkish culture descriptors. Since the cultural skills of B1 language level should be limited by the skills and know-how (savoir-faire) which would form the content of the Turkish culture descriptors, the cultural competences data of the Council of Europe B1 Threshold Level (2011) were analyzed by document analysis method. The data obtained were determined as limitations of B1 language level in the preparation of Turkish culture descriptors. In the light of all these data, Turkish Culture Descriptors were developed by taking into account the preparation criteria for descriptors stated in the context of the Common European Framework for Languages (2013).
Key Words: : Turkish Cultural Descriptors, B1 Threshold Level, Turkish Culture, Common European Framework for Languages, Transfer of Culture, Turkish as a Foreign Language.