English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

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. Halk Eğitim Merkezlerinde Araplara Türkçe Konuşma Öğretiminde Yöntem... 299 Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12/34 STRUCTURED ABSTRACT 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 Turkishspeaking 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

HALK EĞİTİM MERKEZLERİNDE ARAPLARA TÜRKÇE KONUŞMA ÖĞRETİMİNDE YÖNTEM VE TEKNİKLE