This study aims to determine the Turkish language sensitivity of the prospective teachers. The phenomenological study design of the qualitative research methods was adopted in the study and 17 prospective teachers who were studying in the Departments of Primary School Teaching, Turkish Teaching and English Language Teaching in a state university participated. To determine the language sensitivity of the teacher candidates, face-to-face interviews were conducted, and during these interviews, the participants listened to the audio recordings taken from a video hosting site with some linguistic problems. 7 questions were asked to the participants, 3 of them were related to the audio recordings. The participants’ answers were analysed by two experts using the content analysis technique. As a result of the analysis, it was observed that the level of language sensitivity of pre-service teachers was not at the desired level, especially when a person used foreign words, they did not realize it. Besides, it was found that the language sensitivity levels of the participants differed across the departments, they could ignore linguistic errors that if the content of the speaker was elucidator, the self-assessments of many participants regarding the language sensitivity did not match the findings obtained in the study, the vast majority of the participants did not show any reaction when the person (s) used a wrong language, they had sufficient preliminary knowledge about the concept of language sensitivity and the individual having it.

Buket UZUNER (born 1955) revealed the relationship between society and nature with Su, the first book of the Adventures of Incompatible Defne Kaman. Uzuner went back two thousand years before industrialization, which brought nature to the brink of uninhabitable, and met Shamanism, one of our ancient traditions, and the relationship of the old Turks with nature aroused more interest in the author. She reflected the tradition of Shamanism, which forms the essence of the novel, to his work with a modernist perspective. In her novel, Buket Uzuner enriched folklore motifs with the tradition of Shamanism and set it up in a detective / adventure style. In the plot, the characteristics of the shamanism / shaman, such as herbiter, healer, all-knowing, foresight and giving, were found in places through certain characters (Defne Kaman, Ümit Kaman, Umay Bayülgen, Korkut Bayülgen). Erlik Han, Bay Ülgen, one of the shaman gods in the novel; mythological animals such as eagle, horse, wolf, fish; colors such as black, red, blue and holly numbers like three, nine, forty; tree (beech) cult and the water motif known as the beginning of everything and water cult. Apart from the above mentioned about Shamanism in the novel, some Islamic elements such as Hz. Yunus story are kneaded and presented to the reader. In this study, the mythological elements that give a mystical atmosphere to the novel, the name allegory and passwords created with couplets chosen by the author from Kutadgu Bilig were examined.

Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article. Article article article article article.

Bu arastirmanin amaci, 8.sinif Türkçe ders kitabinda yer alan siirlerde ve okuma metinlerindeki söz varliginda kültürel ögelere ne ölçüde yer verildigini degerlendirmektir. 8. sinif Türkçe ders kitabinda yer alan siirler ve okuma metinleri Tomalin ve Stempleski’nin (1993) kültüre yönelik yaptigi siniflandirma dogrultusunda incelenmistir. Nitel bir arastirma olan bu çalismada veriler doküman incelemesi yöntemiyle toplanmistir. Verilerin degerlendirilmesinde içerik analizi kullanilmistir. Tomalin ve Stempleski’nin (1993) kültüre yönelik yaptigi siniflandirma dogrultusunda incelenen siirlerde ve okuma metinlerinde ürüne, düsünceye, davranisa yönelik temalar ve bu temalarla iliskili kodlar tespit edilmistir. Elde edilen veriler tablolar hâline getirilmis, alt açiklamalara yer verilmistir. Incelemede en az etik normlar temasina ait unsurlar, en fazla günlük yasam temasina iliskin kodlar tespit edilmistir. Siirlerde, okuma metinlerine göre daha az kültürel öge elde edilmistir Çalismanin giris kisminda, “kültür” ve “dil” kavramina açiklik getirilmeye çalisilmistir. Iki kurumun da hangi özellikleri tasidigina deginilmistir. Kültür ve dil arasindaki etkilesim üzerinde durulmus; kültür ve dil üzerine degerli ve anlamli açiklamalari olan yazarlardan alintilar yapilmis, söylenenler desteklenmeye çalisilmistir. Bu çalismanin sonucunda, siirlerde ve okuma metinlerinde; edebiyat, folklor, sanat, müzik, mimari, inanislar, degerler, etik normlar, gelenek ve görenek, âdet, töre, aliskanlik, giyim kusam, yiyecekler, gündelik yasam temalarina iliskin kodlar tespit edilmistir. Sonuç olarak, inceledigimiz 8. Sinif Türkçe ders kitabinda yer alan metinlerde kültürel ögelere iyi seviyede yer verildigi tespit edilmistir.

Yabanci bir dilin ögrenilme sürecinde sadece dil bilgisi kurallarinin ve temel dil becerilerinin ögrenilmesi yeterli degildir. Yabanci bir dil ögrenmek o dilin kültürünü ögrenmeyi de gerektirmektedir. Bu sebeple dil ögretiminde kültür ögretiminden yararlanmak sarttir. Dil ögretiminin vazgeçilmez materyalleri olan ders kitaplari, kültür aktarimi baglaminda önemli bir yere sahiptir. Çünkü ders kitaplari hedef dilin kültürel ve sosyal yapisini da içerisinde barindirir. Yani hedef dilin kültürünün tasiyiciligini üstlenir. Bu sebeple doküman incelemesi tekniginin kullanildigi bu çalismada, Türk kültürünün aktarilmasinda büyük öneme sahip olan yabanci dil olarak Türkçe ögretimi çalisma kitaplarindaki kültürel öge varliklarinin arastirilmasi amaçlanmistir. Bu amaçla bu alanda kullanilan Istanbul Yabancilar Için Türkçe Ögretim Seti, Yunus Emre Enstitüsü Türkçe Ögretim Seti ve Yeni Hitit Yabancilar Için Türkçe Ögretim Seti olmak üzere üç yayinevinin bütün seviyelerindeki çalisma kitaplarinda Türk kültürüne ait ögeler tespit edilmeye çalisilmistir. Sonuç olarak 359 kültürel öge ile en fazla Yunus Emre, daha sonra 280 kültürel öge ile Istanbul ve son olarak 151 kültürel öge ile Yeni Hitit çalisma kitaplari gelmektedir.