2010 yılından beri Ortadoğu'da süregelen iç savaşlar nedeniyle ülkemize göç eden, Arapça konuşan Suriyeli ve Iraklı mültecilerin sayısı Göç İdaresi Başkanlığı verilerine göre yaklaşık 4.5 milyona ulaşmıştır. Ülkemizde yaşayan bu insanlara Türkçe öğretilmesi ihtiyacı doğmuştur. Etkili bir iletişim kurulabilmesi için zorunlu ihtiyaç haline gelen Türkçe öğretimi ülkemizde, üniversitelere bağlı TÖMER ile Hayat Boyu Öğrenme Genel Müdürlüğüne bağlı Halk Eğitim Merkezleri tarafından yürütülmektedir. Halk Eğitim Merkezlerinde verilen Türkçe kursları, 15 yaş üstü her eğitim düzeyinden bireylere yönelik olması, kurs bitiminde sertifika verilmesi ve ücretsiz olması gibi nedenlerle Arap göçmenlerce daha çok tercih edilmektedir. Bu çalışmanın amacı Ankara ili Keçiören İlçesi Halk Eğitim Merkezi'nde sürdürülen Araplara Türkçe öğretimi kursunda, Türkçe konuşma becerisinin ediniminde yöntemsel olarak bir karşılaştırma yapmaktır. Gramer-Çeviri Yöntemi ve İletişimsel Yöntemin Türkçe konuşma becerisinin gelişimine etkileri karşılaştırmalı olarak incelenmiştir. Bu araştırmada, A1 düzeyindeki deney-kontrol grubuna "Türkçede Şimdiki Zaman" konusunun öğretimi ve yapılan etkinliklere yer verilmiştir. Eğitim sürecinde elde edilen veriler çalışmanın son bölümünde sonuç olarak değerlendirilmiştir. Çalışma sonucunda, Drama ve Rol yapma Tekniği ile öğrencilerin kendi duygu ve düşüncelerini başka bir karakter üzerinden ifade etmek suretiyle öğrencinin dil öğrenmede daha iyi motive olduğu ve gerçek ortamların sınıf içinde canlandırılması yoluyla Türkçe konuşmada yaşadıkları görülmüştür. Özellikle gelenekleri ve kültürleri gereği çekingen bir yapı sergileyen kadın Arap öğrencilerin, sınıf içi drama etkinlikleri yoluyla metin canlandırmalarına aktif katılımları sağlanarak dilin bireylerin sosyalleşmesindeki önemi gözlemlenmiştir. Bağlamından uzak ezberleme tekniğiyle kelime listelerinden öğrenilen kelimelerin konunun doğaçlama canlandırmasında ya da cümle kurmada etkin kullanılamadığı tespit edilmiştir. Ancak rol canlandırma ve oyunlarla öğrenilen kelimelerin daha az unutulduğu ve yerinde kullanıldığı, kalıcı olarak öğrenildiği görülmüştür

According to the data of the Department of Immigration, the number of Arab refugees from Syria and Iraq who immigrate to Turkey due to civil war in the Middle East since 2010 has reached about 4.5 million. The necessity of teaching Turkish to them emerged. This education process which enables them to make effective communication is being managed in Turkey by TÖMER attached to universities and Public Educational Centers belonging the General Directorate of Lifetime Education. Turkish courses in Public Educational Centers are preferred by Arab migrants for the reasons such as lessons for everyone older than 15 years old, certificate given in the end of course and being free of charge of courses. The purpose of this paper is to make a methodological comparison in obtaining skill of speaking Turkish in the course of Turkish language for Arabs in Ankara Kecioren Public Educational Center. We compared Grammar-Translation method with Communicational method in terms of influences on development of skill of speaking Turkish. The sample group in this work is those who belong to A1 level and teaching the topic of “present tense in Turkish” and their activities were researched. The data obtained in the process of education was evaluated as conclusion. As a result of our research, we saw that skits and the technique of playing a role motived students’ learning language better through expressing feeling and thoughts of themselves by way of playing a different character and that students moved away from shyness which they experienced in speaking Turkish by means of animation of real environments in class. We observed that the importance of language in socialization of individuals, seeing active participation of especially female Arab students with a timid structure due to tradition and culture in animations of texts through skits in the class. It was proved that the words learned from word lists far from context were not used actively in impromptu skits and forming sentences. However, it was observed that the words learned through skits were less forgotten, used more correctly and learned permanently. According to the data of the Department of Immigration, the number of Arab refugees from Syria and Iraq who immigrate to Turkey due to civil war in the Middle East since 2010 has reached about 4.5 million. The necessity of teaching Turkish to them emerged. This education process which enables them to make effective communication is being managed in Turkey by TÖMER attached to universities and Public Educational Centers belonging the General Directorate of Lifetime Education. Turkish courses in Public Educational Centers are preferred by Arab migrants for the reasons such as lessons for everyone older than 15 years old, certificate given in the end of course and being free of charge of courses. The purpose of this work is making a comparison of the process of acquiring Turkish- speaking skills in the Turkish language course for Arabs in Ankara Kecioren Public Education Center methodologically. The sub-purpose of the work is determining communicative method and the role of techniques in acquiring speaking skill, which is the most difficult section for Arab students, in learning Turkish as a foreign language. In accordance with this purpose, the research questions of this work are like this a) What is the role of word lists in acquiring speaking skill? b) What is the role of Grammar-Translation Method in acquiring speaking skill? c) What is the role of Skit and Role-Playing techniques in the use of learned language structure in daily conversations? d) What is the most effective in acquiring speaking skill? We compared the influences of Grammar-Translation method with Communicative method on the development of Turkish-speaking skill. This research was applied over the teaching of “the Present Tense in Turkish” to the sample group at A1 level and activities. The data obtained in education process was evaluated in the chapter of conclusion. This work is a qualitative research based on observation. The sample group was selected from students from Iraq, Syria, Somalia and Libya whose native language is Arabic and who is studying Turkish in Ankara Kecioren Public Education Center in the 2016-2017 Fall semester. Samples are 55 persons in total. In this research data was collected in two ways: i. activities in lessons in the fall semester for students. ii. Two examination prepared by author. The questions are prepared in the form of filling the blanks, pairing, short answer and sentence completion. We analyzed video records of activities and the results of examinations. As a result of analysis of data, it was observed that students were more motivated at learning language through expressing their feelings and thoughts, playing other characters in skits. Female Arab students which have a timid structure due to traditions and culture participated in animating of texts actively through skits and role-playing activities in class and thus, we observed the importance of language in socialization of individuals. We saw that students overcame shyness which they lived in speaking Turkish by means of reproducing real environments in class. It was seen that feelings such as love, sharing and friendship among students and their socialization have developed through Group works and competitions which consist of different nationalities and sexes and that these activities have strengthened communication links among them. We proved that words learned from word lists with memorization technique far from contexts are not used effectively in improvisation of topics or formation ı-of sentences and that words learned through roleplayings and skits are less forgotten, used correctly and learned permanently. In sampling of the present tense of verbs, we saw that teaching tense of verbs through explaining conjugation of verbs by pronouns is not effective. It was observed that the success rate was low at the questions of exams which demand filling correct conjugation of verbs by pronouns in the blanks and that students are more successful in exams after animation of text. We proved that communicative method and techniques make studying foreign languages easier, that students enjoy participating lessons and are more motivated with this method and that learned information remains in memory more permanently. It was seen that students take part in lessons more actively through roleplayings and skits related to texts which contribute to use of language and that mistakes of pronunciation and grammar in the process of animation of texts form a joyful atmosphere in class. In conclusion, learning language grammar becomes more effective in active and vibrant environment rather than in cold and inactive one.