TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNE YÖNELİK DİL İŞLEVLERİ.

Language functions can be defined as humane purpose of language usage and the act occurring from language usage. Teaching a foreign language that aims to prepare the students to form communication in the target language focuses on language functions from 1970s to today. Language funtions that was specifically developed in the scope of teaching English as a foreign language have formed a basis for Common European Framework of Reference for Languages. In the Common European Framework of Reference for Languages, it is stated that language functions that are based on real life communicational situations ought to be taught but rather predetermined language structures. Accordingly, an education based on language functions has been adopted in the programmes reformed on teaching Turkish as a foreign language. However, there is no language functions framework that can be used as a source for teaching Turkish as a foreign language, is developed by scientific methods and includes the structure, usage and cultural elements. The purpose of this study is to develop a programme on teaching Turkish as a foreign language, to prepare course material and to prepare a language functions framework that suits cultural elements, structure, functioning and usage of Turkish in order to be used in the assessment and evaluation studies. Literature review and document analysis methods has been used nn the qualitative model and situational patterned study. Subsequent to literature review, oral and written document analysis and expert consultation, "Language Functions Framework for Teaching Turkish As a Foreign Language" has been formed. In the scope of "information inquiry and explanation", "attides/emotions inquiry and explanation", "persuasion", "socialization", "prevention and retrieval of communication errors" and "structuring the discourse" functions, 46 functions and142 subfunctions has been determined. [ABSTRACT FROM AUTHOR]