Cultural vocabulary in teaching Turkish as a foreign language

IF 0.5 Q3 LINGUISTICS

Eurasian Journal of Applied Linguistics Pub Date : 2021-04-08 DOI:10.32601/EJAL.911449

Burak Tüfekçioğlu

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引用次数: 1

Abstract

This study aims at specifying cultural words in teaching Turkish as a foreign language according to their proficiency levels (A1/2, B1/2, and C1/2) and analyzing the difference between the proficiency levels of these cultural words in terms of their frequency. For this purpose, a cultural corpus of 112.350 tokens in total has been created based on written and oral cultural texts. In this cultural corpus, nouns and verbs in the first 2000 in terms of their frequency have been compared with nouns and verbs in the most common 2000 Turkish words, and nouns and verbs that are not in the most common 2000 Turkish words have been marked as cultural words. Then, the cultural words have been compared with the textbooks used in teaching Turkish as a foreign language. The proficiency levels of their English equivalents in Cambridge Learner's Dictionary and the context in which they are used in the corpus have been checked and listed according to their levels. Finally, the list has been edited according to the opinions of two experts teaching Turkish as a foreign language at university level. The differences in the frequency of cultural words according to their proficiency levels have been analyzed using Kruskal-Wallis and MannWhitney U tests. Findings show that there is a statistically significant difference between A1 and A2; A2 and B1; B1 and B2; C1 and C2 levels of the cultural words in terms of frequency, whereas there is no significant difference between cultural words at B2 and C1 levels in terms of frequency. In these findings, it has been seen that the most cultural words are at B1 level in terms of number and concept diversity, and it has been concluded that B1 level could be a threshold in the teaching of cultural words. © 2021 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL). This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/).

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对外土耳其语教学中的文化词汇

本研究旨在根据文化词汇的熟练程度(A1/2、B1/2、C1/2)来界定文化词汇在对外土耳其语教学中的运用，并分析这些文化词汇在使用频率上的熟练程度差异。为此，根据书面和口头文化文本，共创建了112.350个符号的文化语料库。在这个文化语料库中，我们将前2000个词汇中的名词和动词的频率与最常见的2000个土耳其语词汇中的名词和动词进行了比较，并将不在最常见的2000个土耳其语词汇中的名词和动词标记为文化词汇。然后，将文化词汇与土耳其语教材进行比较。剑桥学习词典中对应的英语词汇的熟练程度以及语料库中使用这些词汇的上下文已经根据它们的水平进行了检查和列出。最后，这份名单是根据两位在大学教授土耳其语作为外语的专家的意见编辑的。使用Kruskal-Wallis和MannWhitney U测试分析了文化词汇在不同熟练程度下使用频率的差异。结果显示，A1和A2之间存在统计学差异;A2和B1;B1和B2;文化词汇的使用频率为C1和C2水平，而B2和C1水平的文化词汇使用频率无显著差异。在这些研究结果中，我们发现大多数文化词汇在数量和概念多样性方面处于B1水平，并得出B1水平可以作为文化词汇教学的一个门槛。©2021 EJAL &作者。发表于欧亚应用语言学杂志(EJAL)。这是一篇在知识共享署名许可(CC BY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/)的条款和条件下发布的开放获取文章。

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