Yurt Dışında Yaşayan İki Dilli Türk Çocuklarının Türkçe Eğitimlerinde Kullanılan Ders Kitaplarında Reddetme Stratejilerinin Görünümü

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YAZICI N., GÜNDUĞDU G.

International Journal of Language Academy, cilt.9, sa.4, ss.207-221, 2021 (Hakemli Dergi)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 9 Sayı: 4
  • Basım Tarihi: 2021
  • Doi Numarası: 10.29228/ijla.54029
  • Dergi Adı: International Journal of Language Academy
  • Derginin Tarandığı İndeksler: EBSCO Education Source, ERIC (Education Resources Information Center), Linguistic Bibliography, MLA - Modern Language Association Database
  • Sayfa Sayıları: ss.207-221
  • Hacettepe Üniversitesi Adresli: Evet

Özet

Pragmatics, which examines the language use of individuals in different social contexts, focuses on utterances produced within the framework of context and intent. As a field of pragmatics, speech acts is a concept used to explain the actions we perform through language. Austin and Searle, in Speech Act Theory, emphasized the nature of language as a social act, such as begging, apologizing and rejecting, which we perform through speaking. It is important for the social acceptance of the individual that the act of refusal, which expresses the negative response to requests, requests or recommendations, is carried out with appropriate linguistic performance. The realization of the act of refusal, which may pose a risk in protecting one's social identity, with various strategies is possible with the development of pragmatic awareness and these skills. The limited participation of bilingual or multilingual Turkish children with limited linguistic experience in different social contexts constitutes an obstacle for pragmatic development to reach the desired level. In this sense, it is important that the textbooks used in the mother tongue education of bilingual children are prepared in a way that supports pragmatic development. In this study, it is aimed to describe the role of Turkish and Turkish Culture textbooks used in language education of Turkish students living abroad in supporting pragmatic development in terms of the frequency and diversity of the use of rejection strategies. Document analysis method was used in the study. It was determined that seven different rejection strategies were used in the examined textbooks, that the determined rejection s trategies did not differ according to language levels, and that there were no activities aimed at improving pragmatic skills. Textbooks and materials used in the Turkish education of Turkish children living abroad should be planned in a way that will support pragmatic development.