AN INVESTIGATION OF TEACHING PRONUNCIATION WHILE TEACHING TURKISH AS A FOREIGN LANGUAGE

Abstract

Language centers that teach Turkish as a foreign language are based on the European Language Portfolio. The Common European Framework of Reference enables language learners to develop listening, reading, speaking, speaking and writing skills. The four basic skills are supported by dictation and grammar teaching, but pronunciation studies are ignored. There are some structures in Turkish that are different in writing and speaking, and pronunciation studies should be done while teaching. In this study, the future tense suffix in New Istanbul Turkish for International Students Course Book (NISB) A2-B1-B2-C1 was analyzed and listening audio recordings were analyzed. It was investigated whether there is a difference between the use of future tense in written texts and listening recordings. Qualitative research methods were used in the study. The books constituting the universe of the study were scanned with the scanning model, and the study was conducted with the document analysis model on the data obtained. As a result, it was rarely encountered that future tense structures were spoken as written in the whole set (A2, B1, B2, C1). A special vocalization study is required for a structure that is not read as written, and it should not be left to the teacher's initiative without explanation in textbooks. For the student and the teacher, it would be appropriate to include the functions and formal features of the future tense, the voice-over features in the books and to indicate that the suffix -AcAk is not read as written.