Türkçenin Yabancı Dil Olarak Öğretiminde Metin Türlerinin Sınıflandırılması ve Ders Kitaplarında Yer Alan Okuma Metinlerinin Değerlendirilmesi
Latif İltar, Fatma AçıkDil öğretiminde metinler, dört temel dil becerisinin kazandırılmasında kullanılan en temel araç olarak karşımıza çıkmaktadır. Bu sebeple metinlerin dil öğrenicisine kazandırılmak istenen yeterlikleri karşılaması ve özenle seçilmiş olması beklenir. Metin türlerine ait sınıflandırmalarda görüş birliği sağlanamadığı ve farklı sınıflandırmaların yapılmış olduğu görülür. Araştırmacılar tarafından kendi çalışma alanlarına uygun olarak yapılan sınıflandırmaların dil öğretimi alanı açısından birtakım eksiklikler içerdiği görülmektedir. Bu sebeple özellikle yabancı dil öğretimi açısından kullanılabilecek bir metin türü sınıflandırmasının yapılması gerekmektedir. Yabancı dil öğretiminde kazandırılmak istenen yeterlilikler öğrenicinin seviyesine ve ön bilgilerine göre farklılıklar göstermektedir. Metinler de türlerine göre farklı dil özellikleri ve anlatımlar içerdiğinden metin türlerinin kullanılabileceği seviyelerin birbirinden farklılık göstermesi beklenir. Bu çalışmada öncelikle dil öğretiminde kullanılabilecek metin türlerinin bir sınıflandırması yapılmış akabinde bu sınıflandırmaya uygun olarak Yedi İklim Türkçe Öğretim Seti ile İstanbul Yabancılar İçin Türkçe Öğretim Seti’nde yer alan okuma metinleri nitel araştırma yöntemi esas alınarak doküman analizi tekniği ile tespit edilmiş ve karşılaştırılmıştır. Çalışmada son olarak hangi metin türünün hangi seviyede kullanılabileceği ile ilgili öneriler sunulmuştur.
The Classification of Text Types and The Evaluation of Reading Passages Available in Course Books in Teaching Turkish as A Foreign Language
Latif İltar, Fatma AçıkIn language teaching, reading texts stand as the most fundamental instrument used in the acquisition of four basic language skills. For this reason, texts are expected to meet the qualifications that are meant for the language student and be well-selected. In the classifications related to text types, there exist cases in which no consensus has been arrived at or different categorizations have been made. It is observed that the classifications made by researchers in accordance with their own field of study involve several inadequacies with regard to the field of foreign language teaching. Therefore, a certain type of reading text classification to be particularly used in teaching a foreign language is required. The competencies aimed at in foreign language teaching vary in relation to the level and background information of the learner. As reading texts contain different language characteristics and expressions in terms of their types, the levels in which text types can be used are anticipated to differ from one another. In this study, a categorization of text types that can be used in language teaching has been primarily made, the reading passages involved in Yedi İklim Turkish Teaching Set and İstanbul Turkish Teaching Set for Foreigners have been analyzed and compared based on this classification in the second place, and finally, suggestions have been made upon which text type might be used in which level.
While, in the first reading phase, reading as a language skill appears in the form of learning how the systematics of reading functions by making sense of certain writing symbols, it turns out to be the most fundamental means of acquiring knowledge and developing language in the later stages. Texts stand out as the most essential instrument used in the acquisition of four basic language skills in foreign language education. The reading passages used in both native language education and teaching Turkish as a foreign language are primarily regarded as teaching aids and materials. In Turkish teaching process, all texts ranging from the low-level texts such as warning and instruction signs on undergrounds and buses to the literary texts that involve deep meanings like poems have their own area of use in language education. For instance, in teaching Turkish to foreigners, a dialogue between a ticket officer and a passenger in the stage of buying a ticket for the underground or a column in a newspaper assumes a textual quality. Similarly, a poetry text containing figurative language and literary phrases or a text conveying information about a topic related to Turkish culture in a course book involves a textual characteristic with respect to a specific language skill. In other words, each meaning element that can be read, listened, written or spoken has a textual feature in terms of language teaching.
Reading basically has the aim of communication and certain types of factors are present in the process of reading. These factors include the author, the text, the reader and the feedbacks. The most significant of all these during the process are the reading texts. In this respect, texts occupy a highly important place in teaching Turkish as a foreign language. The texts are not only involved in reading skill but also frequently used in the development stages of other language skills. When the sets designed to teach Turkish as a foreign language are closely examined, it is observed that the majority of the texts available in course books is made up of reading passages. As for the activities related to other language skills, a great majority of them is associated with the reading texts and their formation is based on the texts in question. To cite an example, in an activity aimed at the development of writing or reading skill, a dialogue or story text is given to the students to be read and they are asked to continue the text by speaking or writing.
When texts are analyzed in terms of their types, it is seen that no association is present among the researchers with regard to the classifications of text types and that the categorizations have been achieved by the researchers in quite different ways. Despite the fact that each text classification is consistent and meaningful in itself, a variety of text type classification has come up due to the differences between the researchers’ points of view. Concerning language teaching, however, the concepts of texts and text types differ from the related classifications in some aspects. The reason for this is that the text to be used in the teaching of language involves a material quality. In this way, it is possible to regard every teaching material which can achieve the objectives and acquirements as a text.
When the studies conducted upon text classifications are examined, it is observed that the related categorizations contain certain defects in terms of the field of language teaching. This being the case, a text type classification that can be used in language teaching has been performed in this study. In accordance with this classification, texts are divided into two as texts based on the aim of formation and those based on their functions. The former is also separated into two groups as fictional texts aimed directly at language teaching and original texts intended for the daily use of native language speakers and used indirectly in foreign language teaching. The texts formed on the basis of their functions, on the other hand, have been analyzed in terms of writing purpose and language use and gathered under two main titles as texts with utility function and literary texts. The original texts involved in the texts classified in accordance with their aim of formation are also divided into two in themselves as daily texts and literary texts. The daily texts contain such passages like menus, tickets, posters, warranty certificates and graffiti that are prepared with no aesthetic concern and that assign native language readers as their target group. As for the literary texts, they include novels, stories, tales, legends, etc that are put down on paper with an aesthetic concern and with native language readers being their target group. With respect to the texts based on their functions, the texts with utility function refer to all reading materials that can be readily experienced in daily life and that neither involve literary value in terms of the aim of writing or use of language nor aesthetic concern. The texts with utility function have been gathered within themselves under three titles as formal, instructive and communicative texts. The literary texts are those that are formed with an aesthetic concern in relation to the aim of writing and language use. These texts are also titled in three ways within themselves as instructive texts, texts based on expression/demonstration and poetry.
Apart from the classification of text types, this study involves, as well, the analysis and comparison of the reading texts available in Yedi İklim Turkish Teaching Set and İstanbul Turkish Teaching Set for Foreigners along with recommendations related to which text type might be used in which language level.