Son yıllarda değişen şartlarla beraber ikinci bir dil öğrenme gerekliliği ortaya çıkmış ve bu eksende Türkiye'ye ilgi duyan yabancılar Türkçe öğrenmek istemişlerdir. Bu sebeple yabancılara Türkçe öğretimi alanı önemsenmesi ve üzerinde çalışılması gereken bir konuma gelmiştir. Dolayısıyla yabancılara Türkçe öğretimi, alan uzmanlarınca geçmişe nazaran daha çok önemsenmeye başlamış, Türkçenin yabancı bir dil olarak öğretiminin en iyi nasıl yapılabileceği üzerinde düşünülmüş ve yeni yaklaşımlar doğrultusunda modern tasarımlar oluşturulmaya başlanmıştır. Söz konusu tasarımların en başında ise görsel materyaller (karikatür, resim, fotoğraf, film, vb.) gelmektedir. Görsel materyallerin dil öğretiminde çok büyük faydalar sağladığı araştırmacılarca tartışılagelmiştir. Bir görsel materyal olarak karikatürlerin, yabancılara Türkçe öğretiminde öğrencilerin yazma ve konuşma kaygılarını azaltmada motive edici, onlara fikir verici, onların yaratıcı düşünme becerilerini geliştirici gibi özelliklerinin olduğu söylenmiştir. Bu çalışmada karikatürün Yemenli öğrencilerin yazma ve konuşma becerilerinin geliştirilmesinde etkili bir araç olup olmadığı tespit edilmeye çalışılmıştır. Bu amaç doğrultusunda 2012-2013 öğretim yılında Yemen Sana'a Üniversitesi Diller Fakültesi Türk Dili ve Tercüme Bölümünde öğrenim gören B1 seviyesindeki 10 gönüllü öğrenci seçilmiştir. Araştırma, nitel araştırma desenlerinden betimsel yöntemle yapılmıştır. Çalışmanın verileri, karikatürler aracılığıyla oluşturulan öğrenci yazıları ve konuşmaları ve araştırmacılar tarafından yapılan gözlemlerle toplanmıştır. Elde edilen verilerin analizinde betimsel analiz ve içerik analizi teknikleri kullanılmıştır. Araştırmanın sonucunda karikatürün Yemenli öğrencilerin yazma ve konuşma becerilerinin geliştirilmesinde etkili bir araç olduğu tespit edilmiştir

This study is intended to put forward availability of cartoon as a visual tool in the development of Turkish writing and speaking skills of Yemeni students. For this purpose, during a four-week study, writing and speech applications have been made with cartoon selected by researchers evoke the students. The research as detailed in question whether cartoon is an effective tool on development of writing and speaking skills of Yemeni students, was designed descriptive researching which is one of the qualitative research methods. It is understood that in studies involving the use of cartoons the students are successful in editing students' writings to create text, choice of words and to express what they see, even they expand their vocabulary research process progresses. It is understood that the majority errors of students in grammar. It was observed that the students have difficulty on the correct spelling especially appendix. Introduction and purpose of the study Cartoon has a universal form of expression that brings an even more important position in teaching Turkish as a foreign language. Because students may be anywhere in the world when they look at cartoons they can find anything from them and can express their thoughts according to their Turkish level. This study is intended to put forward availability of cartoon as a visual tool in the development of Turkish writing and speaking skills of Yemeni students. In the study has been sought answer for the following questions: 1. Is Cartoon an effective tool as a visual material in developing writing skills of Yemeni students? 2. Is Cartoon an effective tool as a visual material in developing speaking skills of Arab students? In recent years, along with the changing conditions It emerged the necessity of learning a second language and in this axis foreigners interested in Turkey want to learn Turkish. Therefore, Turkish education field to foreign has come to a location that should be heeded and studied. Thus Turkish language teaching to foreigners, field experts compared to the past began more heeded, thought on how best to do teaching Turkish as a foreign language and in line with the new approach modern designs are being created. At the begining of mentioned the design, visual materials (cartoons, paintings, photographs, films, etc.) come. Visual materials provides huge benefits in language teaching that have been debated by researchers. It has been said that the cartoon as a visual material have properties such as motivational in speaking and writing in reducing their anxiety of student, suggestive them, improving their creative thinking skills. Yemenli Öğrencilerin Türkçe Yazma ve Konuşma Becerilerinin Geliştirilmesinde… 837 Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 Moving from the experience gained through solid materials of learning considering that based on the abstraction process (Egan, 1988), abstract cartoons consisting of visual symbols draws attention to the issue and continues this interest as concrete representatives of reality. It helps teaching in simple and self-explanatory way of the incident, event and objects (Çilenti, 1984; Demirel, 2004; Hesapçıoğlu, 1992). In other words, embodies the teaching, increase the motivation level of students and most notably it adds to the richness of the teaching-learning process. Visual elements allow to mobilize a number of cognitive processes such as storage for recognising the visual identity of the object or entity, naming and using when it is in the memory (Sever, 2007: 18). It can be said that this aspect of the cartoon is very effective and useful material in the words teaching, in teaching the existence of names and the concept of teaching. On the other hand a universal language that has the cartoon, can be interpreted as a positive situation in terms of education. Because video messages, are resolved in the mind easier. Imagery always keep alive individual care and attention. In this context, usage of the cartoon in educational practices as a visual communication tool provides good results (Örs, 2007: 26). Researches show that students also agrees the importance of cartoon in respect such as class entertainment added, facilitating learning, ensuring permanence, reduce repetition, easier to remember, increasing the creative features, to embody the teaching (Bayülgen, 2011; Uçgun 2013; Melanlıoğlu, Karakuş Tayşi and Özdemir, 2012; Yaman, 2010). Cartoon has a universal form of expression that brings an even more important position in teaching Turkish as a foreign language. Method The research as detailed in question whether cartoon is an effective tool on development of writing and speaking skills of Yemeni students, was designed descriptive researching which is one of the qualitative research methods. Descriptive studies define a given situation as fully and carefully (Büyüköztürk, Kılıç Çakmak, Akgün, Karadeniz and Demirel, 2011: 21). In this study, implementation performed with 10 students at B1 level who are studying at Yemen Sana'a University Faculty of Languages Turkish Language and Translation Department in the year 2012-2013. In qualitative research there are five important ways for data collection including observation, interview, survey, document reviews, and use of visual and audio materials (McMillian and Schumacher, 2010: 343). In this study, cartoon mainly used as data collection tool and it has been requested students to express before writing, after orally describe in the cartoon shown. So, data source of the research was obtained from the the text and conversation put forward by the students. Furthermore during the application it has benefited from the observations made by researchers place to place. The selection of cartoons used in the study as a priority levels of students were considered and care was taken to select the appropriate cartoons for their level. For this purpose not too complicated and close 838 İzzet ŞEREF – İsa YILMAZ Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 to students' interests cartoons was included in the study. At the same time as they express issues complementary cartoons were selected. Findings It has been identified that cartoon as a language teaching material is an effective tool on in development of writing and speaking skills of Yemeni students. Generally students made fewer mistakes in process progresses on spelling of the words and annexes. Considering the total number of words used by the students, it has been shown to save all developments in this regard. According to the obtained results it is understood that the students be successful. In this sense, it is seen on the focus results such as it has positively affect on student's achievement, students develop their creativity, the cartoon should be utilized as a teaching material in developing writing and speaking skills and it is a stimulus to increase students' motivation (Yılmaz, 2014; Varışoğlu, Şeref, Gedik ve Yılmaz, 2014; Bayülgen, 2011; Göçer, 2010; Arslan and Âdem, 2010; Güner, 2004; Cox, 1999; Greenberg, 2002; Topçuoğlu Ünal and Yeğen, 2013; Yılmaz and Ertürk Şenden, 2014; Uçgun, 2013; Melanlıoğlu, Karakuş Tayşi and Özdemir, 2012; Yaman, 2010; Kurudayıoğlu, 2003). Recommendations 1. The cartoon is one of the visuals should be continuously used in teaching Turkish to foreigners in working-class applications by lecturers. 2. During use of visual and audio tools in the process of Turkish teaching to foreigners to determine the effectiveness of the technique used the method should be utilized such as self assessment, peer assessment. Thus, process-based assessments will be made as well. 3. The sets about teaching Turkish to foreigners including primarily cartoon visual tools should be given frequently. Especially writing activities in sets should be supported with visual aids. 4. In field literature increasing motivation and anxiolytic benefits of cartoons always has been stated. Furthermore it can be applied studies on the impact of overcoming concerns of students in writing.