The Value of Nasreddin Hodja Fikras in Terms of Turkish Teaching to Foreigners

Abstract

European Council Modern Languages Department that aims developing a common foreign language program, a common standard in foreign language teaching, common criterions and a tool that based on this, has forged The Common European Framework. Also Turkey, in the year of 2000, because of the Socrates program, adopted a language teaching according to this framework. Language teaching is also cultural education, with this side, combining culture elements that Turkish depends with language teaching is quite important. An important part of Turkish also forms literary texts. In these literary texts Nasreddin Hodja holds an important place and one of the important source that must use in language education process. In this study, potential value of Nasreddin Hodja jokes was revealed by document analysis method. Place of Nasreddin Hodja in the field of teaching Turkish to foreigners was examined and according to language levels that determined in European Language Portfolio, Nasreddin Hodja jokes was offered.

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

“…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.…”