Analysing Argumentative Texts in Turkish Language Teaching to Foreigners Textbooks (Example of YEE B2-C1 Textbook)

Erdem Hamaratlı

Article Details

Analysing Argumentative Texts in Turkish Language Teaching to Foreigners Textbooks (Example of YEE B2-C1 Textbook)

Authors:

Erdem Hamaratlı

Publisher:

Sakarya University

Main Topics:

Alan Eğitimleri

Journal:

Sakarya Dil Dergisi Vol.1 Issue 1, pp.57-72

Document Type:

Article

Publication Date:

1/2023

Document Language:

Turkish

Document ID (Org No.):

2001295371

pISSN:

2980-2938

Keywords:

Abstract:

 The outcomes and proficiency levels of language teaching are set out in the Common European Framework of Reference for Languages CEFR, 2020. Institutions based on this framework text should follow the relevant standards in their classroom practices, the methods and techniques they apply, and the books they use in order to gain reading, listening, writing and speaking skills in language teaching. Considering its important place in language teaching, textbooks should be evaluated in terms of whether they meet these standards and outdated books should be renewed. One of the most common learning outcomes in the framework text is the use of argumentation elements. In addition, in the Teaching Turkish as a Foreign Language Programme TYDÖP, 2019 prepared by the Maarif Foundation, it is seen that the learning outcomes related to argumentative text structure are intensively included at intermediate and advanced levels. The ability of language learners to develop an argument, support their arguments, and refute counter-arguments can only be taught through argumentative text structures. In this context, examples of argumentative text structure should be given enough space in the textbooks starting from B2 level and students should acquire argumentation elements in all skill areas. In this study, it is aimed to examine Yedi İklim Turkish Language Teaching Book Kit B2 and C1 textbooks, which are among the most widely used textbooks in teaching Turkish as a foreign language, in terms of the examples of argumentative texts used, their frequency of use, text type features, text type teaching strategies, and the activities and subjects with which they are associated. The research was conducted in the form of document analysis from qualitative research methods. The data obtained were analysed through descriptive and content analysis.

 The outcomes and proficiency levels of language teaching are set out in the Common European Framework of Reference for Languages CEFR, 2020. Institutions based on this framework text should follow the relevant standards in their classroom practices, the methods and techniques they apply, and the books they use in order to gain reading, listening, writing and speaking skills in language teaching. Considering its important place in language teaching, textbooks should be evaluated in terms of whether they meet these standards and outdated books should be renewed. One of the most common learning outcomes in the framework text is the use of argumentation elements. In addition, in the Teaching Turkish as a Foreign Language Programme TYDÖP, 2019 prepared by the Maarif Foundation, it is seen that the learning outcomes related to argumentative text structure are intensively included at intermediate and advanced levels. The ability of language learners to develop an argument, support their arguments, and refute counter-arguments can only be taught through argumentative text structures. In this context, examples of argumentative text structure should be given enough space in the textbooks starting from B2 level and students should acquire argumentation elements in all skill areas. In this study, it is aimed to examine Yedi İklim Turkish Language Teaching Book Kit B2 and C1 textbooks, which are among the most widely used textbooks in teaching Turkish as a foreign language, in terms of the examples of argumentative texts used, their frequency of use, text type features, text type teaching strategies, and the activities and subjects with which they are associated. The research was conducted in the form of document analysis from qualitative research methods. The data obtained were analysed through descriptive and content analysis.

 The outcomes and proficiency levels of language teaching are set out in the Common European Framework of Reference for Languages CEFR, 2020. Institutions based on this framework text should follow the relevant standards in their classroom practices, the methods and techniques they apply, and the books they use in order to gain reading, listening, writing and speaking skills in language teaching. Considering its important place in language teaching, textbooks should be evaluated in terms of whether they meet these standards and outdated books should be renewed. One of the most common learning outcomes in the framework text is the use of argumentation elements. In addition, in the Teaching Turkish as a Foreign Language Programme TYDÖP, 2019 prepared by the Maarif Foundation, it is seen that the learning outcomes related to argumentative text structure are intensively included at intermediate and advanced levels. The ability of language learners to develop an argument, support their arguments, and refute counter-arguments can only be taught through argumentative text structures. In this context, examples of argumentative text structure should be given enough space in the textbooks starting from B2 level and students should acquire argumentation elements in all skill areas. In this study, it is aimed to examine Yedi İklim Turkish Language Teaching Book Kit B2 and C1 textbooks, which are among the most widely used textbooks in teaching Turkish as a foreign language, in terms of the examples of argumentative texts used, their frequency of use, text type features, text type teaching strategies, and the activities and subjects with which they are associated. The research was conducted in the form of document analysis from qualitative research methods. The data obtained were analysed through descriptive and content analysis.

 Dil öğretiminin kazanımları ve yeterlik düzeyleri Diller için Avrupa Ortak Başvuru Metninde D-AOBM, 2020 belirlenmiştir. Bu çerçeve metni esas alan kurumlar, dil öğretiminde okuma, dinleme, yazma, konuşma becerilerini kazandırmak için sınıf içi etkinliklerde, uyguladıkları yöntem ve tekniklerde, kullandıkları kitaplarda da ilgili standartları takip etmelidir. Dil öğretimindeki yeri göz önüne alındığında ders kitapları bu standartları karşılayıp karşılamadıkları açısından değerlendirilmeli, güncelliğini yitiren kitaplar yenilenmelidir. Çerçeve metinde en çok karşılaşılan kazanımlardan biri de tartışma unsurlarının kullanımıdır. Ayrıca, Maarif Vakfı tarafından hazırlanan Türkçenin Yabancı Dil Olarak Öğretimi Programında TYDÖP, 2019 orta ve ileri seviyelerde tartışmacı metin yapısına dair kazanımların yoğun olarak yer aldığı görülmektedir. Dil öğrenen bireylerin bir sav geliştirebilmeleri, savlarını destekleyebilmeleri, karşı savları çürütebilmeleri ancak tartışmacı metin yapılarıyla öğretilebilir. Bu bağlamda ders kitaplarında tartışmacı metin yapısına dair örneklere B2 seviyesinden itibaren yeterince yer verilerek tüm beceri alanlarında öğrencilerin tartışma unsurlarını edinmesi gerekmektedir. Bu çalışmada, Türkçenin yabancı dil olarak öğretiminde en çok kullanılan kitaplardan olan Yedi İklim Türkçe Öğretim Seti B2 ve C1 ders kitaplarını kullanılan tartışmacı metin örnekleri, kullanım sıklıkları, metin türü özellikleri, metin türü öğretim stratejileri, bunların hangi etkinlik ve konular ile işlendiğini incelemek hedeflenmiştir. Araştırma nitel araştırma yöntemlerinden doküman incelemesi şeklinde gerçekleştirilmiştir. Elde edilen veriler içerik analizi yoluyla çözümlenmiştir.

Article Details

Analysing Argumentative Texts in Turkish Language Teaching to Foreigners Textbooks (Example of YEE B2-C1 Textbook)

Authors:

Erdem Hamaratlı

Publisher:

Sakarya University

Main Topics:

Alan Eğitimleri

Journal:

Sakarya Dil Dergisi Vol.1 Issue 1, pp.57-72

Document Type:

Article

Publication Date:

1/2023

Document Language:

Turkish

Document ID (Org No.):

2001295371

pISSN:

2980-2938

Teaching Turkish as a foreign language

language skills

text type

argumentative textYabancı dil olarak Türkçe öğretimi

dil becerisi

metin türü

tartışmacı metin

Issues

Article Details

Authors: Erdem Hamaratlı

Publisher: Sakarya University

Main Topics: Alan Eğitimleri

Journal: Sakarya Dil Dergisi Vol.1 Issue 1, pp.57-72

Document Type: Article

Publication Date: 1/2023

Document Language: Turkish

Document ID (Org No.): 2001295371

pISSN: 2980-2938

Issues

Authors:

Erdem Hamaratlı

Publisher:

Sakarya University

Main Topics:

Alan Eğitimleri

Journal:

Sakarya Dil Dergisi Vol.1 Issue 1, pp.57-72

Document Type:

Article

Publication Date:

1/2023

Document Language:

Turkish

Document ID (Org No.):

2001295371

pISSN:

2980-2938