Konuşma; insanın, fiziksel bir sorun yoksa doğuştan sahip olduğu, zaman içinde aile ortamında öğrenip öğretim sürecinde edindiği duygu, düşünce ve isteklerini belli bir amaç doğrultusunda bir başkasına iletebilmesidir. İletişim sağlıklı gelişirse insanın aile, okul, iş hayatı da o ölçüde başarılı olur. Bu başarı sadece anadili ile ilgili değildir. Dört temel dil becerilerinden olan konuşma, yabancı dil öğrenen bir kişide o dilin bilinip bilinmediğinin; öğrenilip öğrenilmediğinin en önemli ölçütlerinden biridir. Türkçe öğrenen bir yabancının duygu ve düşüncelerini ifade etmeye çalışırken uygun kelimeyi bulması, kelimeye Türkçenin biçimsel yapısına uygun olarak ek getirmesi, bu kelimelerden Türkçenin söz dizimine göre cümle kurması elbette uygun öğretim stratejileri gerektirir. Burada esas olan öğrenicinin üretimsel konuşma yapabilmesidir. Üretimsel konuşmanın stratejileri, Diller için Avrupa Ortak Başvuru Metninde dil öğrenim düzeylerine göre belirlenmiştir. Bu stratejiyi destekleyecek materyaller tasarlanmak, var olan materyallerden doğru bir şekilde faydalanmak gerekir. Yerli veya yabancı filmlerin; öğreniciler tarafından değiştirilmesi öğrenicinin üretimsel konuşmasını sağlar. Bu araştırma üretimsel konuşmanın başarıya ulaşması için "film eleştirisi tekniğini" uygulamaların da yer aldığı betimsel bir çalışma olarak tasarlanmıştır. Çalışmanın Türkçenin yabancılara öğretimine katkı sağlayacağı değerlendirilmektedir

Speaking; if there isn't any kind of phisical defect, it is human in born sense, learnt in family environment with a clear purpose of transmitting emotions, thoughts and wishes to another person. If the communication is well developed, a person tends to be successful in different aspects of life, such as family, school and bussiness. This success doesn't have to do only with mother tongue. Speaking, one of four fundamental language skills, is one of the most important criteria for a person who is learning a foreign language. A foreigner, while expressing their own feelings and thoughts, in order to learn how to find a suitable word, to use a correct suffix according to Turkish morfology and in order to learn how to build a sentence following the rules of the synthax of Turkish language, it is necessary that follows a proper learning strategy. For the sake of that, the student's most importantability is the ability of speaking. The strategies of teaching the ability of speaking are specified by Common European Framework of Reference for Languages. The materials that would support the developing of these strategies should be available, and already existing materials should be used in a proper way. Regarding local or foreign films; a student's presenting of a plot, analysis of main characters or possible creative changes of scenario would provide improving of a student's speaking ability. The idea of this research is a description of a proper applying of a ˝film review tecnique˝ in improving development of a speaking ability. It's main cause is to provide a significant coutribution to teaching Turkish as a foreign language Researches made upon teaching foreigners Turkish language in the last years have been carried to a high level. These studies are based on teaching of four fundamental language skills. If one person understands Turkish by reading and listening, if a person can express their feelings and thoughts by speaking and writing, if can perform in four basic language skills in accordance with the grammar of the Turkish language, then this person is considered to have learned Turkish. Therefore, books, course materials, teaching methodology and techniques, measurement and evaluation strategies and technology-based support units that have a scope of teaching Turkish language, first of all are targeting to teach four basic language skills. The Common European Framework of Reference for Languages (CEFR) has provided a common basis for determined definitions of objectives, content and methods, providing transparency of lessons, course content and features, thereby increasing international coordination in modern languages. These objective criteria to be used in descriptions of language proficiency, which facilitate mutual recognition of acquired characteristics in different learning contexts, have also helped the mobility in Europe. Communicative language activities and strategies are built upon linguistic production (CEFR, 2009). This linguistic production is actually speaking, the forming of sounds and words throughout important information processing in brain. Speech is the most important feature that distinguishes humans from other living species. Speech is a physical and mental process that enables elements of the language in the brain to turn into meaningful messages with common sound and signaling systems. In order to develop a speaking skill, it is necessary to use communicative strategies in a healthy communication environment. It is essential that these strategies are productive in speaking, which is the most important expression skill. If a learner can express emotions and thoughts in the second language, and if he can debate and realize productive conversations, it means that the skill of speech production is achieved. In speech production, i.e. in verbal production, the learner may be able to produce, prepared or unprepared, verbal productions on the basis of a prepared text or in a spontaneous situation, which is also the goal of a successful speech training strategy. There can be made some sample implementations in teaching productive speaking. For example, explaining an event or opening an idea to debate can occur at B1 and B2 levels. Opening a discussion on a subject, directing the discussion, i.e. changing or improving the subject, is a speaking skill that can be challenging for the learner even in their mother tongue. Therefore, it may be a bit exaggerated to think that the students will be very successful in these discussions, that is, that the learner is going to be able to speak productively. Achieving these goals and scales can only be possible with the knowledge and practice of the teaching techniques of the course teacher. While using these techniques, it is necessary also to take advantage of the modern technology. In today's technology, videos are technically short films or feature films. Films in the cinema are the carriers of politics, economy, international relations, history, literature, and even narrators from all over the world. Sometimes, as the films that are giving direction to world politics are utilized in various fields, they can as well be used in foreign language teaching. Especially in the last fifty years, English films have been extensively used in teaching English as a foreign language. Films prepared according to the topics and activities of language teaching are more effective in achieving the stated purpose. Research shows that if there are used movies provided and chosen by the determined criteria, the success of the learner in using of specified language will increase. The building blocks of words and the transfer of concepts in a language, the sequence of structures in a phrase, sound structure and language pronunciations, can all be taught through the speech of the characters in the film. In order for a healthy education to be realized, an exemplary practice has been put into practice. As an example of the film that can be used in teaching is the long story of CengizAytmatov's Al YazmalımSelviBoylum. It is the film about İlyas with a fleeting personality and his pure and innocent love for Asya, about their marriage and the separation of their paths after a while. The story, bearing deep traces from the geography and life of Kyrgyzstan after World War II, was welcomed by Turkish audience. The story was adapted to Anatolian geography and Turkish people and was filmed by AtıfYılmaz in 1977 as SelviBoylum Al Yazmalım. The way the story is performed in the film is unique, with the form of narration that has a universal character. Because of that, this film is considered to be suitable for the application in classroom. This practice ensures the learner's productive speaking by asking the right questions. Of course, these questions should not put students into an examination psychology that could be stressful. The course should be held in a relaxed atmosphere, conversational mood and sometimes even interrupted with jokes. Did you like the movie? Where does the film take place? Who are the main characters in the film? What kind of man is İlyas? What kind of father is he? What kind of woman is Asya? Who is Cemşit? What do you think about İlyas'es boss, Miss Dilek? What are the important events in the film in order? Why do Asya and İlyas break up? Why does İlyas leave his home, i.e. why does he leave Asya? What does Asya do seeing İlyas in Miss Dilek’s house? Asya, left desperate with her son Samet, whom does she meet? How is Cemşit and Asia’s marriage? What does İlyas’es sudden appearance change? How does İlyas react when he realizes that Samet is his own son? How is the marriage of Asia and Cemşit affected by İlyas's return? Asia will have to make a choice an ... If you were in Asya, would you choose İlyas or Cemşit? Do you think that Asya made a right decision? What is love for you?... The teacher who uses film criticism technique while teaching Turkish to foreign students should pay attention to the following points: The class must be well organized and the level of the knowledge of the language of the students in the classroom the class should be considered as well. Short films or a subtitled film in Turkish can be used at A1 and A2 levels. Long-feature films may be too difficult to understand for these levels. Levels B1 and B2 are better suited for feature films. The selected film must definitely be watched by the teacher in advance so that there are no contradictions to the general rules of education for the purpose of language teaching. Regarding the selected movie; it should be appropriate to the general morality of the society, and there should be no elements that appeal to the enjoyment of fear and violence. In the film, dialogues involving dialect characteristics of the Turkish people should be few, and if possible, the films should be in standard Turkish clear, plain and understandable language. When choosing a film, cultural and religious structures of learners, such as the history of countries, must be taken into account. No movie should be chosen to dispute or disturb any student. Films with conflicts, with a bit complicated and vivacious plot and a lot of conversations are more useful than static, boring films with less dialogue. In this context, summarizing some rules to be considered when using film criticism technique to teach Turkish to foreigners we would like to indicate that, first of all, films should not be watched during the class because it causes time loss. Furthermore, the subject of the film and the content given as homework must conform to the general moral rules. Besides, Turkish language spoken in film should be clear; it is preferable to use films that have little or no dialectal language features. All kinds of national, religious and other sensitivities must be taken into consideration when choosing a film. If there is a tradition or a sociological event belonging to the Turkish cultural tradition in the film, it should be explained to the students in advance. Students should be asked various questions about the film, in order to express their own ideas, thoughts and feelings. Turkish film and television industry, which has evolved over the last years, has carried out very important and good projects. It is already a well-known scientific fact that languages cannot be learned or taught by only using books. Therefore, it is necessary to use as much as possible the developing Turkish cinema in classroom. However, the preference of some comedy films based on the viewing rates could be very harmful to Turkish teaching. Yeşilçam’s family films, innocent love stories and comedy films are suggested. As a result, teaching Turkish language to foreigners; with academic staff, the course materials, training centers of Turkish, the Turkish education has become a separate academic field. In this context, Turkish cinema, which has turned into an industry in cooperation with institutions specialized in teaching Turkish language to foreigners, should produce special films, series and clips, both through private or state supported projects. Thus, besides other language skills, there will be available the right materials for developing speech production skills.