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The "We Speak Turkish with Anatolian Tales" activity was carried out with bilingual Turkish children aged 8-13 in Sweden, Norway, and Finland. The students who participated in this activity constitute the sample group. Pre-test and post-test were administered to the students by selecting folk tales and words. The study investigated whether the vocabulary of bilingual students could be increased in their native language by using tales. Analyses and inferences were also made according to age, gender, and country. This sample was analyzed using the Single Group Pre-Test-Post-Test Design method, which is one of the weak experimental designs among experimental research methods. The SPSS method focused on the vocabulary and listening comprehension skills of bilingual Turkish children. Frequency Analysis, Shapiro-Wilk Test, Wilcoxon Sign Ranks Test, Kruskal-Wallis Test, Mann Whitney U Test were used to analyze the data. While it was found that the values were close to each other according to countries and gender and did not show significant variability, it was concluded that there were significant changes in the average academic achievement in terms of increasing Turkish vocabulary. It was also observed that there were differences according to age, with the older age group having a significantly higher average. [ABSTRACT FROM AUTHOR]

Writing which is the products of human beings' ability to tell, occupy an important place in Turkish teaching. Turkish teaching, which is mostly carried out face-to-face in schools, has been carried out online for a certain period of time due to the COVID-19 pandemic. It is important for mother language education to determine the reflections of Turkish lessons held during this period on writing education. In this respect, the study aims to determine the reflections of Turkish lessons conducted through online environments on writing education. In the qualitative research approach, in the phenomenological design, the study group was determined by the criterion sampling method, which is one of the purposive sampling methods and consists of 18 Turkish teachers working in the Ergani district of Diyarbakır province. A semi-structured interview guide consisting of 9 openended questions was used as a data collection tool. One-on-one interviews were conducted with the participants and these interviews were recorded with a voice recorder. The data recorded with the voice recorder were written down in the computer environment and analyzed with descriptive analysis and content analysis methods. The findings obtained as a result of the analyzes were tabulated and interpreted. As a result of these findings, it can be said that the reflections of online Turkish lessons given during the pandemic period on writing skills and writing education are mostly negative. The main reasons why writing education is negatively affected by online courses can be listed as follows: Low student participation in the lessons, insufficient duration of the lessons, not being able to control the writing activities of the students in a healthy way and not giving them sufficient feedback and corrections. [ABSTRACT FROM AUTHOR]

The purpose of this study is to reveal the responsibilities of teaching Turkish in creating democratic cultural consciousness. Since the purpose of teaching Turkish is to educate individuals who have developed comprehension, thinking and sensitive skills, it is necessary to establish the relationship between this purpose and democratic culture. In this respect, the establishment of a democratic classroom environment in the process of teaching Turkish, the use of the opportunities of fine arts, giving importance to cooperation and sharing instead of competition, the creation of democratic culture awareness through the process of reading culture, the choice of a very stimulating teaching approach, reflecting the open society structure, democratic, the use of methods and techniques that reveal attitudes and behaviors, not using pressure and authority as a problem solving tool, internalizing Turkish teachers' democratic attitudes and behaviors, teaching effective use of comprehension and expression skills, teaching Turkish culture in creating democratic culture consciousness are among the primary responsibilities. As a requirement of the culture of democracy, teachers and students to develop awareness and sensitivity towards all these variables may allow Turkish teaching process to have a democratic structure. [ABSTRACT FROM AUTHOR]

Puzzle is a game organized in various styles to teach concepts or evaluate learning. It can be utilized in every discipline at various levels of education and different class levels. This study was conducted to determine the role of puzzle activities in 5th, 6th, 7th and 8th grade Turkish Language textbooks with regards to teaching of synonymous words to students with the case study method, which is one of the qualitative research types. Among the Turkish Language textbooks used in academic year of 2019-2020, it was found out that all 5 activities in Anıttepe Publications 5th grade textbook, only 1 in 5 activities in the Ekoyay Publications 6th grade textbook and 5 in 6 activities in the MoNE Publications textbook were aimed at teaching of synonymous words. Of the Turkish textbooks used in 7th grade, all of the 8 activities in the MoNE1 book; 2 in 3 activities in the MoNE2 book; as for Özgün Publications, 8 out of 14 activities were found to be aimed at the teaching of synonymous words. In the textbook published by MoNE Publications for 8th grade level, it was determined that 13 out of 14 activities exhibited this feature. It was determined that 22 words in grade 5th grade textbook; 5 words In the 6th Grade textbook of Ekoyay and 32 in MoNE Publications's textbook; among the 7th grade books, 26 in MoNE1, 6 in MoNE2 and 48 in Özgün Publications and in the 8th grade textbook 56 words were targeted to be taught with their synonyms. [ABSTRACT FROM AUTHOR]

Folk dances in modern societies are regarded as cultural values of the past. Folk dances, which are a real reflection of culture, are transferred from generation to generation as cultural heritage. Folk dances have the property of being a mirror of the time and society they belong to in terms of function, content, aesthetics and communication. Figures usually depict daily life, events of nature, relationships between men and women, fights or imitation of animalsOur folk dances are informative texts about our history actually. Each of them has a story written in visual movements and requires visual reading skills to understand by analyzing. Turkish folk dances have features that can be used in education with their movement-based presentations and rich building styles. In this context, the use of folk dances as visual materials containing the richness of our cultural past will also be the continuation of our identity and the connection established with our future. One of the important criteria for a nation to reach a civilized and contemporary level is its sensitivity to the protection of its cultural values, such as the superiority in science and technology and the achievements in the technological field, and it is directly proportional to its use in the education system as necessary. In this context, it is very important and necessary to include Turkish folk dances, which are visual cultural elements, in education and training processes. This study explored a folk dance using the interview method which is one of the qualitative research methods, and aimed to show that the meaning of the movements and the content of the game can be used in the context of visual reading in the Turkish program. [ABSTRACT FROM AUTHOR]

In Turkish teaching, it is possible for learners to become effective readers by internalizing the metacognitive reading strategies required by the textual approach using appropriate reading method-techniques for textual reading. There was no study in which Turkish language teaching was evaluated in this respect. The aim of the study is to relate metacognitive reading strategies with reading method-techniques in the context of text type. In the study, firstly the literature was scanned and reading method-techniques and metacognitive reading strategies were determined. Later on, the types of texts, reading method-techniques and metacognitive reading strategies in Turkish Teaching Programme (2018) have been associated. The generated chart has been rearranged within the suggestions made by sending it to the four field experts who have studies on reading skills. It is assumed that this research will provide a basis for developing reading skills in the context of the use of metacognitive reading strategies by preparing suitable reading activities for textual teaching in Turkish teaching and operating appropriate reading method-techniques for textual reading. [ABSTRACT FROM AUTHOR]

Course books are one of the basic tools of Turkish Teaching. Besides many factors such as the teacher's approach to the student, the attitude of student towards the course and the support of the family, the qualification of tools used during the course process is effective in the achievement of the objectives determined in the education-teaching process. So, a qualified education process depends on the quality of course books to be used in this process. This research has been conducted in order to evaluate the correspondance between the activities in the Turkish language part of workbooks (MEB 2009) for 1-3 and 4-5th grade students (Turkish children living abroad and trying to learn Turkish within the culture of the country where they live) and achievements in the program (MEB 2010a, MEB 2010b). The data of the research employing qualitative research approach have been obtained through document review and research data have been analyzed through content analysis. With regard to findings of the research, suggestions for a more qualitative education process have been made. [ABSTRACT FROM AUTHOR]

It is worthy of all the material and spiritual principles that the nations have in the past. Value is a measure that individuals use to interpret events and case they meet in their environment and to base their thinking and attitudes on case and their situation on a logical basis. Values education is a process that enables the individual to self-identify and to be in harmony with himself. Values education is based on national and universal principles and aims to educate and educate good people. Turkish teaching is undertaking the task of providing communication between individuals in the realization of value education. The texts used as the basic tool of Turkish teaching play an important role in conveying the national and universal values to the students in terms of the themes being studied. The cult of the value is transferred from the enemy by means of the language. Examples of the best use of language come to life in literary texts. Stories are richly literary texts that students learn unfamiliarly. This study based on qualitative research method is in the screening model and has a descriptive quality. In the study, M. Şevket Esendal, who is one of the cornerstones of the modern Turkish storytelling, was investigated in terms of value transfer and tried to determine the appropriateness of the values targeted by the curriculum. In the study, it is stated in the Social Studies Course Curriculum that "giving importance to family unity, equality, independence, peace, liberty, scientificness, hard work, solidarity, sensitivity, honesty, aesthetics, tolerance, hospitality, cleanliness, patriotism, benevolence" were taken as basis. All of Esendal's storybooks were examined and it was determined that the most emphasized value in his stories was 'sensitivity' (322). Esendal's storybooks constitute the universe of work, and all of the stories form the sample of work. The most emphasized value in Esendal's story is the value of 'sensitivity' (322). This value has been observed to follow the values of 'solidarity' (229), 'love' (165), 'diligence' (145), 'respect' (133) and 'patriotism' (101). [ABSTRACT FROM AUTHOR]

The Peace Corps first appeared, just before the presidental election of the USA in 1960, by the Presidental Candidate of the Democrats, Massachusetts Senator John F. Kennedy as a promise to the university youth. It began to act after he had become the president of the USA, by winning the elections. The goals of the Peace Corps were to introduce the USA to the other nations, to know more about them and to assure less-developed countries a superior quality of labor concerning their social and economical progress. The Peace Corps first appeared, just before the presidental election of the USA in 1960, by the Presidental Candidate of the Democrats, Massachusetts Senator John F. Kennedy as a promise to the university youth. It began to act after he had become the president of the USA, by winning the elections. The goals of the Peace Corps were to introduce the USA to the other nations, to know more about them and to assure less-developed countries a superior quality of labor concerning their social and economical progress. [ABSTRACT FROM AUTHOR]

Since the sixties, many methods have been developed in text analysis area; theoretical approaches and applications realized on the diverse texts have demonstrated that it is possible to look at the texts from different perspectives. Textlinguistics, which began with beyond sentence studies and is one of these theoretical approaches, developed its own research methods. Textlinguistics has textual standards such as cohesion, coherence, intentionality, situationalty, acceptability, informativity, intertextuality. Cohesion and coherence from these standards are most commonly referred standards to demonstrate main structure. While cohesion is related to microstructure of the text that is linguistic relations between sequential utterances, coherence is related to macrostructure of the text that is logical relations providing perception of the utterances of the text in a semantic unity. Literary texts are texts in which the best samples of the language use are exposed. They are different from the other text type because they are texts in which an indirect and implicit language is used. They have a special meaning abundance, which cannot be analysed in first reading. As a sample of literary text, stories are laconic and brief texts, which can be read in a single sitting. In a story, occurred events or ones that may occur are narrated in a certain time and place depending on people. It is separated from the novel and other narrative types because it is short, has a simple plot, evokes a single and intense effect through an important event or scene and gives place to the minimum number of characters. The stories are text types that narrate things by symbolic substructures in their deep structures that their authors didn't tell or could not tell in their surface structures. That is why listening a short story text corresponds decoding the code of the text encoded by its author. The person performing read activity when making sense of the text in parallel to his/her own world knowledge he/she will use the methods to make sense of the text that text analysis theories have presented. In this way, the reader can decode the semantic and aesthetic code of the text that its author created for his/her own purposes and can communicate directly its author. The stories are text types that have their own aesthetic and technical structure and that can be used in language teaching. In Turkish teaching, the confrontation of the students with well-fictionalized original texts reflecting our cultural structure in which the aesthetic use samples of our language are exposed and their understanding and interpreting them are very important. Texlinguistics provides some tips for detecting and interpreting of these texts within the text weave. The students who can detect the text get pleasure from reading texts, the sense of wonder that occur in students for plot increases their read requests. In addition, shortness of the texts is an increasing feature of the participation of the students in reading activities. Because they are literary they have own linguistic structure and stylistic features. For example, as they are texts in which symbolic connotations of the words and rhetoric are used in addition to denotations of the words, the students will face different language use examples and their vocabulary will increase. In parallel, the students will express themselves verbally or in writing. In this context, in this study, Refik Halit Karay's short story titled Garip Bir Hediye has been analysed as a sample of textlinguistic analysis. Refik Halit Karay was famous for his storybook titled Memleket Hikayeleri containing traces of life in exile in Anatolia and pioneered the opening of the Turkish literature to Anatolia. While analysing story, moving from Halliday-Hassan (1976) and Beaugrande-Dressler (1981), firstly, an exemplary template has been formed for the basic elements of the text and within this template the text has been tried to read and interpret. While analysing text, moving from cohesive elements of the surface structure of the text such as reiteration, collocation, reference, replacement and ellipsis, the layers of meaning in the deep structure of the text have been reached. At the same time, this study has been presented as a sample of holistic reading. This article consists of three sections. In the first section, the story has been evaluated according to microstructural elements of the text. In the second section, the story has been evaluated for the macro structural standards and in the third; text has been tried to read holistically for the layers of meaning in the deep structure of the text. [ABSTRACT FROM AUTHOR]