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The Epic of Oguz Kagan is one of the important works of Turkish culture. There are three variants of the epic in which Oğuz Kağan struggles with his heroism from birth to death. In this study, it is tried to be examined on Uighur text which is more commonly known among three texts and which is included in Turkish textbooks. The analysis of the ten root worths (justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism, benevolence) in the 2019 Turkish curriculum is given with examples in the epic. In this study, descriptive method was adopted and scanning technique was used for data collection. The universe is Oguz Kagan Epic with three variants. Uyghur text was chosen as the sample. As a result of the study, it was seen that the ten root worths in Oğuz Kağan Epic's 2019 Turkish curriculum were processed with different aspects in the epic. for this reason, it is thought that the textbooks of every school year should be included in the Turkish textbooks especially in the second level of primary education (5th, 6th, 7th and 8th grades).

In the dictionaries of European languages, what arguments verbs and other lexical items take and what meanings these collocations create are listed in detail. In Turkish dictionaries, however, the case-marked arguments verbs can take are either given incompletely, disorderly, wrongly, or not given at all. Valency dictionaries serve as a source of reference for describing the morphological information of lexical items while preparing general purpose dictionaries. Valency dictionary is a type of dictionary that lists in a detailed fashion the logical, syntactic, morphological, semantic and collocational conditions and limits of lexical items and various structures that are formed accordingly. In world languages, valency of lexical items and valency dictionaries that consists of this information have attracted extensive attention, and such dictionaries for many languages, European languages in particular, have been published. It is seen that valency dictionaries, giving detailed information on the logical, syntactic and semantic structures of natural languages, have drawn little attention and been neglected in Turkish. Valency dictionaries contribute to different fields in various ways. Besides de-fining a language in terms of logical, syntactic and semantic aspects, valency dictionaries provides researchers with invaluable information regarding language teaching, natural language processing and dictionary production. The structure of a valency dictionary consists of different components. In general, various types of information can be clarified in a valency dictionary such as the number of arguments a lexical item requires for a specific meaning, the type and function of arguments, their syntactic valency structure, the morphological limitations of arguments, obligatory, optional and contextual arguments, syntactically strict positions, collocational limitations, alternative arguments and structures, variations of valency according to voice, semantic roles arguments take, optional limitations arguments carry and semantic valency structures. Valency dictionaries can change in line with the priorities and needs of the dictionary makers.

Mother tongue education (or instruction) plays quite a significant role in individual students’ success in both social and academic areas. A qualified mother tongue education is crucial in ensuring those students become successful adults in their later life and adopt their own culture and identities. From time to time, there might be students who have mother tongue medium education along with those who have other languages as the medium of instruction. Among those bilingual students there are children of Turkish citizens who immigrated to Western Europe as workers. Mother tongue education is a necessity for bilingual individuals to protect their identities, to adopt to the society they already live in and to learn the language used in that very society much more easily. This makes it more important for the bilingual Turkish children living in foreign countries to receive mother tongue education. In this vein, the attitudes of Turkish students, who live in England, towards the Turkish language class are examined. 105 Turkish students between 11 and 18 years enrolled in Wisdom and Namık Kemal Turkish School in the UK were requested to fill in a questionnaire. Based on their responses, their opinions about the Turkish language class were evaluated.

As much as it is crucial to monitor the Turkish Teaching Program which was revised according to constructivist educational approach starting with 2005-2006 academic year, it is equally important to adopt and implement assessment and evaluation approaches based on this new approach. Assessment and evaluation practises in the constructivist educational approach are based on process rather than product. Therefore, it is imperative to assess student interests, attitudes and skills from all relevant aspects. Hence, assessment tools that students can employ to review themselves, their peers and their work to improve themselves should be used in assessment and evaluation phase instead of the traditional assessment tools that focus on the product such as written and oral exams, multiple choice and true-false tests. This study aimed to investigate the assessment and evaluation methods used by teachers in classrooms where the Turkish Teaching Program prepared according to constructivist educational approach was utilized. With this aim in mind, data were collected from in-class assessment and evaluation practises of 41 teachers of Turkish by using the checklist and semi-structured interview form developed by the researchers. Descriptive statistics and content analysis were employed to analyze research data. Research results present that teachers mostly preferred open ended questions while assessing writing skills; they used oral exams to test speaking and listening skills and they showed less than expected interest for supplementary methods during the assessment and evaluation phases.

Fluent reading is one of the topics that should be elaborated carefully in language teaching, because students, who are fluent readers, can understand what they read better. Accordingly, fluent reading is one of the main indicators of students’ reading and comprehension skills. Many of the definitions of fluent reading state that this skill refers to reading of a text in a fast, accurate and appropriate manner. These definitions in the related literature list the elements of fluent reading as accuracy, speed and prosody. Considering that main purpose of reading is comprehension, it can be included in these elements. Of these elements, accuracy refers to recognizing and differentiating the words during reading. Reading speed refers to the period of time from seeing the word to reading it orally or silently. Prosody refers to the intonation, stress, pausing, articulation and rhythm during reading. Accuracy is the pre-condition for the acquisition of reading skill, while speed and fluency is about the development of reading. Prosody on the other hand is related to the meaning of text. The concept of prosody is known as a concept more related to speaking. However, because speaking organs are set to work during oral reading, it is also closely related to reading. This concept in general refers to the reading of a text in accordance with its meaning, with correct stress, intonation, feeling and rhythm. Reading prosody is considered as a very important subject in language teaching, though the factors affecting the development of this skill haven’t been defined exactly. For this reason, researching the variable affecting prosodic reading comes into prominence. Because prosody is related to the meaning of the text, it is likely that the feelings of the readers are reflected on reading. Accordingly, it can be presumed that the anxiety level during reading affects prosodic reading. The purpose of the present research is defining prosodic reading levels of secondary students, defining the reading anxiety levels of the students in the work-group, and revealing the extent of the relationship between these two variables.

Contact the era we live in now, take advantage of information technology in language teaching will be a very fortunate choice. In this study, teaching Turkish to foreigners pulled out before the field of language teaching in the computer programs presented in the opinions, evaluations have been completed. Discussed how to use information technology in language teaching and study determinations were made on the issue. For the purpose of this study was a paragraph describing the formation of the Twelve Animal Turkish Calendar is given. Attempted to establish a computer program provided a draft of the text analysis method. Text reading and listening practice, vocabulary teaching and prepared to reinforce vocabulary games, text analysis, finally, the sentences and paragraphs in the form of questions and answers to the questions analyzed in detail. In the study, prepared in accordance with the target audience by using a text created in a variety of exercises. These exercises also may be a draft for the computing environment. Research, teaching Turkish to foreigners to bring a new sound field and the field look forward to guiding employees.

Speech is an important and effective means of communication needed for self-fulfilment in man's social life. This form of communication has become increasingly important issue each passing day in terms of regulation of the relationships with people through the ages of man, effecting of persons each other, being a nation, in every kind of interaction with other nations. Today, this importance has increased considerably due to the spread of the mass media related to advancing technology. In this sense, starting from pre-school education to all levels of education, regulating different, rich, enjoyable speaking activities is a need in order to gain students effective speaking skills. In the research implemented qualitative research method, document scanning technique has been used. Domestic and foreign studies have been analysed through document scanning method in literature. With the help of these studies, samples of original activities have been tried to be prepared. In this study, 13 samples of activities have been developed to improve speaking skills Turkish Education program (2006) considering the objectives and acquisitions. Developed activities are named as follows in relation to the content: 1. Fan, 2. Flag on You, 3. I'm in Parliament, 4. I'm the Announcer, 5. From region to region, 6. Take the Microphone, 7. Voice Record of Mine, 8. Intonation Game, 9. Speaking Bell Glass, 10. Imagination Chair, 11. With Whom We Are this week ?, 12. I'm Marketer, 13. It's your turn.

A variety of methods have been used in language teaching so far and these methods have completed one another. In recent times, the web-based education and teaching has been used by many nations and even become an element reflecting the language policy in some nations . Rapidly developing technology has had an effect on the more frequent use of the computer-assisted education in language teaching and made the web-based teaching come into prominent. Although the web-based teaching is being used by many nations very intensively in language teaching in our age, there are unfortunately some imperfections in the web-based teaching of Turkish as a foreign language. Unfortunately, like in other languages, there are not enough number of materials available related to the web-based teaching of Turkish. In language teaching, a lot of changes have been made so far and new methods have been used. When using these methods, the web has been used greatly and made big contributions to language teaching. Especially, in vocabulary studies, with the aim of teaching many words more easily and making what is learned more permanent, the web has been used and great contributions have been achieved. In studies of teaching Turkish as a foreign language, in order to benefit from the web-based teaching more frequently and systematically, there are not many sites or programs available. However, in other languages such as English, Arabic and Spanish, there are many sites and programs available. In this presentation, our aim is to emphasize the insufficiencies of the web-based teaching of Turkish as a foreign language, but despite these insufficiencies, mention its contribution especially in vocabulary studies and many other methods. In the areas where we have difficulties in our lessons (especially names of vegetables, fruits and illnesses…) and in pieces of knowledge which we want to make permanent, we appeal to the support of web very often.

Serbian language is contained many Turkish loanwords in daily language. Serbian culture also has a lot of common values with the direction of the Turkish culture. So close that the relationship with the Turkish language and culture studies in Serbia Turcology is dated to the early 20th century immediately. Fahim Bayraktarevic ( 14 November 1889-22 February 1970 ) in this section by establishing the Department of Eastern Languages Faculty of Philosophy at Belgrade University in 1925, " Turkish Language" began to teach the courses as electives. In 1960, the Faculty of Philology faculties related to attain self- structure " Eastern Languages Department" opened and Turkish Language and Literature has also been an important unit in this department. From that date Turkish language , literature and culture in the license, master's and doctoral education is given in the department. Due to its special curriculum structure Belgrade University Faculty of Philology, Turkish Language and Literature Department has been productive Turcology part of Europe in the past. Especially there is an attention to Turkey and Turkish are positive way in recent years that each year forty students has been accepted to the department in the country. Turkish Language and Literature department is in University of Belgrade, Faculty of Philology as a detached in Serbia that has been prepared program of University of Pristina in 1976. University of Belgrade department of Turkish Language and Literature has made an indicator to other Balkan universities. Turkish is an elective lesson outside of University of Belgrade in University of Novi Sad and University of Novi Pazar. Everybody who want to learn Turkish can be signed up for a course in these universities. The Republic of Turkey provides lecturers support to the three universities. It will be reviewed about the university curriculum and it will be criticized the Turkish teaching and methods of Turkish teaching in Serbia, the future of the Turkish teaching and the importance in Serbia will be discussed in this article.

ÖZET * * Yabancı dil öğretimi günümüzde her ülkenin önem verdiği bir konudur. Özellikle gelişmiş ülkeler dillerini öğretmek için çok büyük yatırımlar yapmakta ve çaba harcamaktadırlar Bunun için de çeşitli kuruluşlar aracılığıyla dil kursları düzenleyerek kendi dillerinin yaygınlaştırılmasına katkı sağlarlar. Türkçe'nin yabancı dil olarak öğretimi aslında çok eski tarihe dayanmaktadır. Ancak sonraları bu öğretim başladığı gibi devam ettirilememiştir. İlk zamanlar yabancı dil olarak Türkçe'nin öğretimi konusunda - Araplar ve Farslar için- kitaplar yazılmıştır. Ne var ki uzun zaman Türkçe'ye gereken önem verilmemiştir. Sarayda, medresede Arapça ve Farca Türkçe'nin yerini almış, 18. yy 'den sonra Fransa ile olan ilişkilerden dolayı Fransızca'nın öğretimine önem verilmiştir 20. yy'nin başında Almanca, 2. Dünya Savaşı'ndan sonra ise İngilizce en çok öğrenilen ve öğretilen dil olmuştur. Günümüzde milyonlarca insan Türkiye'de İngilizce öğreni yor ve öğretiyor. Yüz elli yılı aşkın süredir yabancılar ülkemizde kendi okullarını kurmuşlar ve dillerini öğretmeye çalışmışlardır. Ne var ki Türkçe'nin geliştirilmesi ve yabancı dil olarak öğretilmesi için- birkaç gönüllü kuruluş ve kişi dışında- kayda değer bir çaba gösterilmemiştir. Ancak geç de olsa ilgili kamu kuruluşları bunun farkına varmıştır. 1960'lı yıllardan sonra yeniden Türkçe'nin yabancı dil olarak öğretimi konusunda gerek yabancı gerekse Türk yazar ve bilim adamları tarafından eserler üretilmiştir. Sunulan bu tezin ilk iki bölümünde, tezin araştırma konusu ve amacı belirtilmiş, daha sonra da Türkçe'nin yabancı dil olarak öğretimi konusunda şimdiye kadar yapılan çalışmalar hakkında bilgi verilmiştir. Üçüncü bölümden onuncu bölüme kadar belli başlı yabancı dil öğretim metotları açıklanmış ve bu metotlardan yedisi karşılaştırmalı olarak incelenmiştir. On birinci ve on ikinci bölümde Türkçe'yi yabancı dil olarak öğretmek amacıyla yazılan eserlerden, beş seçilmiş eser, ` Klaus Liebe- Harkort'un..Türkisch för Deutsche`, Margerete I.- Ersen Rasch'm `Türkisch für Sie`, Mansure Güre'nin `Türkisch im Deutschen Sprachgebiet `, Hikmet Sebüktekin 'in ` Turkish for Foreigners `, Mehmet Hengirmen 'in ` Türkçe Öğreniyoruz I-II-JII` gerek dilbilgisi, gerek içerik, gerekse metot bakımından incelenmiştir. İçerik açısından incelerken kitabın okuma parçalarıyla alıştırmalarında geçen isim, fiil, sıfat, atasözü ve deyimler bulunarak kitapta kullanılan söz varlığının sözcük türleri itibarıyla envanteri çıkarılmıştır. Her bir eserin envanteri karşılaştırılarak aynı anlama gelen fıilllel sıfatlar, atasözleri ve'deyimler tespit edilmiş ve yüzde değerler olarak gösterilmeye çalışılmıştır!İH Aynı şekilde dilbilgisi bölümünde da yine her kitabı oluşturan dilbilgisi konulan, ^konuların önceliği ve dil öğretim yöntemleri bakımından ele alınarak tek tek karşılaştırılarak eleştirel biçimde değerlendirilmiştir. Sonuç olarak Türkçe'nin yabancı dil eğitim-öğretim metodu bulunmaya çalışılmıştır. Aynı zamanda sonuca ulaşabilmek için eserler birbirleriyle karşılaştırılmış, kullanılan yöntemlerin olumlu ve olumsuz yanları tartışılmıştır. On üçüncü bölümde ise bu eserlerin ne şekilde daha iyi sıralanacağı ve konuların öncelikleri konusunda öneriler getirilmiştir. On dördüncü bölüm olan sonuç kısmında ise genel bir özet verilmiş, her parçada en çok kullanılan sözcük türleri tekrar çıkarılmış, bunların yüzde olarak sıklık oranları, en fazla sözcük kullanan yazar gibi bilgiler istatistiksel değerlerle gösterilmeye çalışılmıştır. IV ZUSAMMENFASSUNG Das Lehren einer Fremdsprachen ist heute ein wichtiges Thema, dem aile Lander grossen Wert beimessen. Besonders die entwickelten Staaten investieren viel Mühe und Geld in die Lehre ihrer Sprachen und eröffnen mittels verschiedener Institutionen im Ausland Sprachkurse, um ihre Sprachen zu verbreiten. Bestrebungen für die Verbreitung des Turkischen als Fremdsprache haben eine lange Vergangenheit. Allerdings gingen diese Bestrebungen spâter zuriick. Zu Beginn wurden Werke wie ` Türkisch fur Auslânder` besonders fur Araber und Perser herausgegeben. Eine lange Zeit hat man jedoch keinen Wert auf Türkisch gelegt. Am Hof und in den Schulen (Medressen) wurde das Türkische vom Arabischen und Persischen verdrângt. Ab dem 18. Jh. lehrte man in den Schulen Französisch, am Anfang des 20. Jahrhunderts Deutsch. Nach dem 2. Weltkrieg begann der weltweite Einfluss des Englischen. Heute lernen Millionen von Menschen in der Türkei vor allem Englisch. Seit der 2. Hâlfte des 19. Jahrhunderts haben Auslânder ihre Schulen in der Türkei eingerichtet und lehren ihre Sprache als Fremdsprache. Allerdings gab es von türkischer Seite nur wenige Bemühungen- von einigen freiwilligen Institutionen und Personen abgesehen- für die Entwicklung und Lehre des Turkischen als Fremdsprache. Wenn auch spât, so wurde dieser Mangel schliesslich von den öffentlichen Institutionen bemerkt. Hauptsâchlich ab den 60er Jahren begannen sowohl auslândische als auch türkische Autoren und Sprachwissenschaftler Werke fur den Bereich `Türkisch als Fremdsprache` zu verfassen. in der vorliegenden Arbeit wird in den ersten beiden Teilen der Gegenstand und das Ziel bestimmt und Überblick über die bisherigen Arbeiten hinsichtlich des Turkischen als Fremdsprache vorangeschickt. Vom 3. bis zum 10. Teil der vorliegenden arbeit werden verschiedene Lehrmethoden für Fremdsprachen erlâutert und sieben von diesen Methoden miteinander verglichen. im 11. und 12. Teil werden 5 ausgewahlte Lehrwerke, die das Türkische als Fremdsprache behandeln und hinsichtlich des Inhalts, der Grammatik und der Methode untersucht. Aus der Sicht des Inhalts wurden die Wortarten, die in den einzelnen Kapiteln auftreten, der Reihe nach (Substantiv- Adjektiv- Redewendung und Sprichwort) in Form eines Inventars dargestellt. Dabei wurden aufgrund der Grammatikprogression die Themenkataloge der einzelnen Kapitel erstellt und hinsichtlich der Methodik die jeweiligen Lehrbmethoden kritisch behandelt. Im 13. Teil wurden Vorschlâge zur Verbesserung der Progression der ausgewahlten 5 Lehrwerke vorgebracht. Dem folgte eine Zusammenfassung im 14. Teil. In diesem Teil wurdedie Liste der âhnlichen Wortarten, die prozentuale Verteilung der gleichen Wortarten in den einzelnen Kapiteln, und welcher Autor den gröBten Wortschatz in seinem Lehrwerk angewendet hat, mit Hilfe von Statistiken dargestellt. 511