Idioms and Proverbs in Teaching Turkish as a Foreign Language; “Istanbul, Turkish Teaching Books for Foreigners” Sample

Güven, Ahmet Zeki; Halat, Sercan

doi:10.1016/j.sbspro.2015.04.536

Cited by 4 publications

(4 citation statements)

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“…121–135; Richmond, 1987, pp. 213–216), Caribbean (Bernard & Adonis, 2012), Turkish (Güven & Halat, 2015, pp. 1240–1246), and Iranian (Dabaghi, Pishbin, & Niknasab, 2010) cultures.…”

Section: Review Of the Literaturementioning

confidence: 99%

The practicability of proverbs in teaching Arabic language and culture

Tayyara

2020

Language Teaching Research

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This empirical case study has two objectives. First, it reports on the pedagogical applicability and practicability of proverbs in teaching Arabic language and culture at the novice level and up according to guidelines of the American Council on the Teaching of Foreign Languages (ACTFL). Second, it examines how the use of proverbs in teaching inspires active learning and stimulates students’ intercultural perception. The empirical activities presented in this article demonstrate that the constructive integration of Arabic proverbs in language teaching helps improve learners’ linguistic competency, intercultural awareness, and cross-cultural communication. The article also shows that proverbs constitute an important repository of authentic materials that can provide educators with new instructional ideas and strategies in teaching Arabic as a foreign or second language. The study’s findings also mirror ongoing pedagogical discussions about teaching Arabic as a foreign and strategic language. Such is the case with approaches and theories, textbooks, the role of culture in learning, the use of authentic materials, and Arabic diglossic disposition.

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“…121–135; Richmond, 1987, pp. 213–216), Caribbean (Bernard & Adonis, 2012), Turkish (Güven & Halat, 2015, pp. 1240–1246), and Iranian (Dabaghi, Pishbin, & Niknasab, 2010) cultures.…”

Section: Review Of the Literaturementioning

confidence: 99%

The practicability of proverbs in teaching Arabic language and culture

Tayyara

2020

Language Teaching Research

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“…According to Güven and Halat (2015), transferring these cultural elements is crucial in teaching the target language. In other words, as proverbs are part of any culture, learning any foreign language cannot be considered apart from its culture.…”

Section: Introductionmentioning

confidence: 99%

“…Proverbs play an essential part in learning and teaching the target language. They are windows through which learners increase their knowledge about different cultures to comprehend and use them (Akpinar, 2010;Güven and Halat, 2015;Alavinia, 2016). Litovkina (1998) suggests using proverbs in various areas of language teaching such as grammar and syntax, phonetics, vocabulary, culture, as well as developing language skills namely reading, speaking, listening and writing.…”

Section: Introductionmentioning

confidence: 99%

The effect of video podcasts on learning English proverbs by Iranian EFL learners

Nikbakht,

Mazdayasna

2023

Front. Educ.

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The question of whether podcasting affects the processes of teaching and learning English language has been extensively studied in recent years. However, there are a limited number of studies on whether video podcasts can affect learning English proverbs. The current study investigated the effectiveness of video podcasts in terms of learning English proverbs in a non-native environment. The participants of this study were 31 undergraduate students majoring in English Language and Literature at Yazd University who had enrolled in a course entitled “Listening and Speaking.” They were randomly divided into two groups namely control group and experimental group. A pre-test was given to both groups before the intervention sessions. The control group was taught based on the traditional approach, and the experimental group was taught based on video podcasting. Following 5 weeks of the intervention, all the students in the two groups were given a post-test. The results of the post-test revealed that the students in the experimental group performed much better in comparison to the students in the control group. Preliminary results of this study can increase nonnative English language teachers’ awareness of using technology in their classes with respect to teaching English proverbs. Also, immigrants who intend to learn English language and culture can benefit from the findings of this research.

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“…Yabancılara Türkçe öğretimi sırasında kültür aktarımı, Türk Halk Bilimi ve Türk Halk Edebiyatı unsurları aracılığıyla sağlanabilmektedir (Turhan Tuna 2014a, s. 1483). Bu doğrultuda yabancılara Türkçe öğretiminde atasözleri (Akpınar, Litera Volume: 31, Number: 1, 2021 2010; Güven ve Halat, 2015;Turhan Tuna 2014b), deyimler (Akpınar 2010;Güven ve Halat, 2015), Nasreddin Hoca fıkraları (Akkaya 2013;Özet 2019;Sallabaş ve Göktentürk, 2018;Yeşilyurt, 2019), öyküler (Aşçı ve Topçu Tecelli, 2020), Ömer Seyfettin hikâyeleri (Eroğlu, 2015;Gürler, 2017), masallar (Ayhan ve Arslan, 2014), şiirler (Artuç, 2012;Dilidüzgün, 2015b) türküler (Çangal, 2012) ile tekerleme ve ninnilerin (İlgün, 2015) kullanımına yer verildiği söylenebilir.…”

Section: Introductionunclassified

Reasons for University Students in France to Learn Turkish as a Foreign Language

Güner¹,

Kartal²

2021

LITERA

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Bilim, kültür, sanat, eğitim, siyaset, turizm, ticaret ve iletişim alanlarındaki ilişkilerin yürütülebilmesi için toplumda ana dilden başka dillerin de öğrenilmesi gerekmektedir.Bununla birlikte günümüzde yabancı dil olarak Türkçe öğretiminin üzerinde titizlikle durulması gereken önemli bir konuya dönüştüğü de bilinmektedir. Bu araştırma ile Fransa'daki üniversite öğrencilerinin yabancı dil olarak Türkçeyi tercih etme nedenlerinin belirlenmesi amaçlanmıştır. Araştırma, nitel araştırma desenlerinden "bütüncül tek durum deseni" ile yürütülmüştür. Araştırma, 2016-2017 akademik yılının ikinci yarıyılında Fransa'da öğrenim gören ve Türkçe öğrenmekte olan 66 üniversite öğrencisi ile yürütülmüştür. Araştırma verileri katılımcılara yöneltilen bir görüşme sorusu aracılığıyla toplanmıştır. Veriler üzerinde yapılan içerik analizi sonucunda katılımcıların; "bireysel nedenler", "akademik nedenler", "sosyal nedenler", "ekonomik nedenler" ve "Türkçe kaynaklı nedenler" başlıklarında toplanabilen nedenlere bağlı olarak Türkçe öğrendikleri belirlenmiştir. Bu nedenlere ilişkin alt başlıklar incelendiğinde, ana dili Fransızca olan katılımcıların en sıklıkla "Türkiye'de bulunma veya yaşama" nedeniyle Türkçe öğrenmek istedikleri tespit edilirken; ana dili Fransızca olmayan katılımcıların ise en sıklıkla "merak" nedenine bağlı olarak Türkçe öğrenmek istedikleri belirlenmiştir.Araştırma sonuçları Fransa'daki üniversite öğrencilerine yönelik Türkçe materyaller geliştirilirken göz önüne alınabilir.

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Idioms and Proverbs in Teaching Turkish as a Foreign Language; “Istanbul, Turkish Teaching Books for Foreigners” Sample

Cited by 4 publications

References 0 publications

The practicability of proverbs in teaching Arabic language and culture

The practicability of proverbs in teaching Arabic language and culture

The effect of video podcasts on learning English proverbs by Iranian EFL learners

Reasons for University Students in France to Learn Turkish as a Foreign Language

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