TÜRKÇE DİLBİLGİSİNİN ÖĞRETİMİNE DAİR ÖĞRETMEN BİLGİSİ: FULBRIGHT BURSİYERLERİNİN BAKIŞ AÇISI

Seçilen dil alanına bakılmaksızın, öğretmen bilgisi üzerine yapılmış her araştırma, uygulamalı dilbilim alanına birbirini bütünleyen bulgular ile katkıda bulunmaktadır. Ancak günümüzde, sadece İngiliz dilinin öğretimi ilgili alanyazında en büyük paya sahiptir (örnek: Ellis, 2006; Borg, 1999, 2001; Andrews, 2003; Senior, 2006). Ayrıca, malesef yabancı dil olarak Türkçenin öğretimine ilişkin öğretmen görüşünü araştıran çalışma bulunmamaktadır. Dolayısıyla bu çalışma, uygulamacıların bilgisi aracılığıyla Türkçenin öğretimi alanında yapılacak araştırmalara ilk adımı atmayı amaçlamaktadır. Araştırma, niteliksel araştırma geleneğine uygun tasarlanmıştır. Veri toplama sürecine, Türkçeyi Amerika Birleşik Devletlerinde Türkçeyi yabancı dil olarak öğreten, beş (N=5) mezun Fulbright FLTA bursiyeri katılmıştır. Katılımcılar, bire bir görüşmelerde, açık uçlu sorulara cevap vermiştir. Bulgular, Türkçe dilbilgisinin 'en iyi' öğretim yöntemine ve 'en iyi' dilbilgisi öğretim uygulamalarına ilişkin öğretmen bilgisini paylaşmakta; ayrıca, yine öğretmenlerin ilk elden deneyimlerine dayanan önerileriyle sonuçlandırılmaktadır.

Anahtar Kelimeler:

Öğretmen bilgisi, Türkçenin yabancı dil olarak öğretimi, Türkçe dilbilgisi

TEACHER KNOWLEDGE ON HOW TO TEACH TURKISH GRAMMAR: FULBRIGHTERS' PERSPECTIVES

Each research on teacher knowledge, regardless of the selected language area, contributes to applied linguistics with complementary findings. Nevertheless, only the teaching of English language takes the largest share within the related literature today (i.e. Ellis, 2006; Borg, 1999, 2001; Andrews, 2003; Senior, 2006). Moreover, unfortunately, there is no study focusing on practitioners' insights on the teaching of Turkish as a foreign language. Therefore, in this study the aim is to initialize research into the teaching of Turkish via practitioners' knowledge. The research was designed in line with qualitative research tradition. Five (N=5) alumni Fulbright FLTA scholars who taught Turkish in the United States took part in the data collection procedure. The participants answered open-ended questions in one-to-one interviews. The findings share teacher knowledge on 'the ideal way' to teach Turkish grammar and the features of 'best' grammar teaching practices, which conclude with a composite of recommendations from teachers' first-hand experience.

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