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.

Purpose of the Research 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. 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 i