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This study, aims to investigate whether pre-service Turkish Language teachers’ perceptions of self-esteem in terms of technologic pedagogic field knowledge (TPFK) show any difference with regard to gender and level of the class. The study was conducted in line with survey model and included 139 pre-service Turkish Language teachers at 1, 2, 3 and 4 classes during the 2015-2016 terms in Turkish Language Department of Gaziosmanpaşa University. The data were collected by means of “Technologic Pedagogic Field Knowledge Self Esteem Scale” (TPFKSM) originally developed by Graham vd. (2009) and later applied to Turkish context by Timur and Taşar (2011); “Personal Information Form” developed by the researchers was also used in the data collection procedure. In the conclusion of the study, the pre-service Turkish Language teachers’ levels of perception of self-esteem in terms of Technologic Pedagogic Field Knowledge were found high; there were found positive correlation on meaningful level between in all sub-dimensions. Moreover, there were found a difference in favour of males in terms of TPFK between the sub-dimensions of the scale but there were no meaningful difference in any sub-dimension of the scale in terms of the level of the class.

People feel the need to learn foreign language to keep pace the changing world for various reasons. As a result of Turkey’s strategic importance and relationship with other countries, the desire and need to learn Turkish has gained importance recently. Although Turkish is a rooted language, it is quite a new field to teach Turkish as a foreign language. Foreign language teaching is not to find the equivalent of the concepts in mother tongue and express them in target language, but it is to know where and when to use those words. It is possible to gain this ability with cultural transmission that affects the language. Culture is hidden in the words that are spoken in daily life, in the market, in the bazaar, at school, at home and in the statements, proverbs and folk songs. Today linguists see the foreign language teaching as a cultural transmission. For a healthy communication with the people of target culture it is necessary to see the life in their points of view beyond structure and grammar. Stereotyped language units as idioms, proverbs and formulaic expressions form the verbal cultural presence of Turkish language. These formulaic expressions are in the society’s memory and they are known as simplify the communication in certain situations. In this study the formulaic expressions are identified in the film Father and Son. These formulaic expressions are grouped under 23 headings according to their meanings and functions. This film will give the knowledge about where and when they can use a lot of formulaic expressions and a real cultural experience to the students whose language level and age group are suitable. In this film the dialogues that contain formulaic expressions are written without changing. The films are the most effective audio-visual materials as they develop both basic language skills and reflect the real life situation and culture. By the help of these kinds of materials, the students’ attitudes and perspectives about Turkish culture may change. The learning environment can be decorated with the activities prepared by the teacher before, during and after the films.

The content-based instructional model, which is one of the foreign language teaching methods, is a method designed not only to teach the target language but also to teach the academic language, as well. It is a model in which language and content are combined around real issues and taught by blending. There have been only few studies in Turkey about the method until recently which was used extensively in the USA and Europe. Involvement of the method into the renewed foreign language curriculum is an indication that it will be used increasingly in the future. As the four basic skills - reading, writing, listening and speaking,- of the students who come to the universities for academic education are improved in the Turkish Language and Foreign Language Research and Application Centers, academic language needs are revealed in the areas where students are trained. It is expected that the content-based teaching method will contribute to the students, who learn in different disciplines and learn Turkish as a foreign language, to learn the academic Turkish language. The purpose of the study is to show why the method should be used when teaching Turkish to foreigners and to develop original activities that will improve the language skills of the students in practice. For this purpose, as 3 for each level, a total of 9 original activities were developed, pre-viewing, during-viewing and post-viewing for A1 level, pre-writing, during-writing and post-writing for B1 level and pre-discussion, during-discussion and post-discussion level for C1 level. Through these developed activities, it is expected that students who learn Turkish as a foreign language will increase their knowledge and academic Turkish level for the education they will have in their departments after graduating from TÖMER.

Turkey’s economics, political and cultural development plays a crucial role on international relations. Since Turkey’s development and worldwide power, teaching Turkish as a foreign language took on a new significance and spread worldwide lately. Varies studies have been applied on teaching Turkish language and came a long way. On the other hand there are still some problems on teaching Turkish as a foreign language. There are various studies finding out the problematic areas of foreign students learning Turkish reveals that the most common problem is on learning Turkish grammar. The most common problem is on noun case endings. The reason behind this situation is the agglutination of Turkish language. To solve this problem various activities have been applied with modern method and techniques. In this study, the problem on noun case endings have been identified, the reason behind this problem has been revealed and sample activities have been developed by the writer. In this study a 155 minutes lesson plan has been developed on A2 level for Turkish as a foreign language learners. Justification of the lesson plan, the goal of the lesson plan, text of the lesson plan “Oak and Arundinaria”, lesson flowchart, and evaluation has been developed. Lesson plan has been organized with 9 activities: Fill in the blanks, question and answer, a case table, structured grid, diagnostic tree, concept cartoons, match the words and make sentences.

The main aim of this study is to evaluate primary school 3rd grade Turkish Coursebook by Ozgun Publishing in terms of speaking skill, according to the Primary School Turkish Lesson Curriculum (2005). What themes, texts, text types and speaking attainments are found in primary school 3rd grade Turkish Coursebook and frequency of usage of the speaking attainments within the themes, texts and text types in primary school 3rd grade Turkish Coursebook based on Primary School Turkish Lesson Curriculum (2005) were determined. Furthermore, what activities which aim to develop speaking skill and studies about testing and evaluation of speaking skill were mentioned and they were examined and evaluated in terms of satisfying the goals of Primary School Turkish Lesson Curriculum (2005). This research is a descriptive survey model study carried out by taking advantage of qualitative data gathering techniques. In this research, document review which is one of the qualitative data analysis techniques was applied to analyze the data. Primary school 3rd grade Turkish Coursebook by Ozgun Publishing prepared for Turkish lesson constitutes the main part of this study. In conclusion, it was found that not all speaking attainments were included in 3rd grade Turkish Coursebook prepared based on Primary School Turkish Lesson Curriculum (2005) and the speaking attainments included in the book showed differences in frequency of their usage in theme, text and text types. It was seen that “asking questions, talking about daily life, making sentences about new acquired vocabulary items, examining a picture and commenting on it, and discussion” were used as activities in 3rd grade Turkish Coursebook. Moreover, it was found out that testing and evaluation studies in 3rd grade Turkish Coursebook are carried out by “asking questions about the text” in general and by rarely using “speaking skill evaluation form”.

Bu çalışma yabancı dil olarak Türkçe öğretiminde yapılacak çalışmalara ışık tutmak ve alana katkı sağlamak amacıyla hazırlanmıştır. Bu çalışmada Yunus Emre Enstitüsünün 2015 yılında yayınladığı Yedi İklim Serisi A1, A2, B1, B2, C1 ve C2 ders kitaplarında yer alan metinlerdeki kültür unsurları incelenmiştir. Bu çalışmada Yunus Emre Enstitüsünün hazırlamış olduğu Yedi İklim serisi ders kitaplarında yer alan metinlerdeki kültürel unsurlar; konu alanı, görsellik ve metin türü açısından incelenmiştir. Konu alanı, görsellik ve metin türü kriterleri Haley ve Austin (2004: 93), Byram ve Risager ( 1999: s. 93), Guariento ve Morley ( 2001: s. 347) ve Avrupa Dilleri Ortak Çerçeve Metninde (ADOÇ) belirtilen kültürel unsurların öğretimi dikkate alınarak incelenmiştir. Ders kitaplarındaki kültürel unsurların, hedef kültür dediğimiz Türk kültürünü ne orada yansıttığı, evrensel kültürden de unsurların olup olmadığı belirlenmiştir. Ayrıca konu alanı incelenirken, konuların temel yaşam deneyim alanından seçilip seçilmediği, metinde işlenen konu adının ne olduğu ve metinlerin hedef kültür olan Türk kültürüne mi ait yoksa evrensel kültüre mi ait olduğu incelenmiştir. Metinlerdeki görsellerin ise hedef kültüre mi yoksa evrensel kültüre mi ait olduğuna ve görselin fotoğraf mı, resim mi yoksa karikatür mü olduğuna bakılarak incelenmiştir. Metin türü açısından ise, metinlerin özgün bir metin mi, yoksa ders kitabı için yazılmış kurma bir metin mi olduğuna özgün metin ise özgün metnin türünün ne olduğu detaylı olarak incelenmiştir.

Yabancı bir dili öğrenmek, onu etkili bir şekilde kullanmak her geçen gün daha fazla önem kazanmaktadır. Küreselleşen dünyada insanlar değişik amaçlarla yabancı bir dil öğrenmek istemektedirler. Ülkemizin son yıllarda dünya devletleriyle özellikle ekonomik alanda yarışır konumda olmasıyla öneminin daha artması, çevresinde yıllardır süren savaşlardan dolayı sürekli göç alıyor olması ve teknolojik gelişmelerle uluslararası etkileşimin her zamankinden çok olmasından dolayı Türkçemizi öğrenmek isteyenlerin sayısı günden güne artmaktadır. Türkçe’nin yabancılara öğretimi değişik yöntemler kullanılarak yapılabilir. Yaygın olarak öğretilen diller ile ilgili yapılmış çok sayıda çalışma ve yöntem değerlendirmeleri mevcut iken Türkçenin yabancı dil olarak öğretiminde farklı yöntem ve tekniklerle yapılmış çalışmalar sınırlıdır. Bu çalışmada hedeflenen yabancı dil olarak öğretilen İngilizce, Almanca, Fransızca vb. dillerin öğretiminde sıklıkla kullanılan Görev temelli öğrenme yöntemini Türkçenin yabancı dil olarak öğretimine uyarlamak ve özgün etkinlikler tasarlamaktır. Çalışmada görev temelli öğrenmenin özellikleri göz önünde bulundurularak değişik seviyeler için etkinler hazırlanmıştır. Yazar tarafından her bir düzey için toplamda 6 adet etkinlik geliştirilmiştir. Bu etkinliklerle Türkçeyi yabancı dil olarak öğrenen öğrencilerin tüm dil becerilerinin gelişimlerinin yanında sosyal ve kültürel becerilerinin de geliştirilmesi istenmiştir. Çalışmanın amacı, yabancılara Türkçe öğretiminde görev temelli yaklaşımı kullanarak modern bir dil öğretimi sağlamaktır. Çalışmada, güncel bir yaklaşım olması ve öğrenenlere etkili bir şekilde grupla öğrenme sağladığı için görev temelli öğrenmenin öneminden ve nasıl uygulanabileceğinden bahsedilmiştir.

Nowadays, learning a foreign language becomes necessary; the importance of teaching Turkish to the foreigners is getting more and more. Although Turkish is a rooted language, it is quite a new field to teach Turkish as a foreign language. Varies studies have been applied on teaching Turkish as s foreign language and came a long way. However, when it is examined, it can be seen that one of the most common problems of teaching Turkish to the foreigners is the lack of teaching materials. Animation as a material used in teaching Turkish to the foreigners has become remarkable day by day. In foreign language teaching, visuality is an important factor on permanent learning, thus animation plays an important role in teaching foreign languages. In this study aiming at using animation as an alternative to the lack of materials and to provide permanent learning, activities are developed according to the Common European Framework of Reference. Activities are designed by using the animation “Bee Movie” produced in 2007. The activities are prepared to develop main language skills (listening, writing, speaking and reading) on A1 level. In each activity, duration, target language skill, educational attainment, materials and application of the activities have been explained. In this study it is expressed that these activities will be a solution for material scarcity by enriching the learning atmosphere, increasing student motivation, providing individual education, providing the improvement of students’ language skills, converting abstract topics into concrete and providing permanent learning.