The Methods and Technıques ın Teachıng of Speakıng Turkısh Language to Arabs ın Publıc Educatıonal Centers:An example of ankara kecıoren publıc educatıonal center

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.

Keywords

Teaching Turkish to Foreigners, Arab Refugees, Public Educational Center, Communicational Approach.