Turkey has hosted many international students from various countries in recent years. After learning Turkish in Turkish language teaching centers of the universities, these students move onto their undergraduate or graduate studies at different departments where they are required to use Turkish in all academic skills without reservation. The aim of this study was to investigate academic Turkish problems of international students. The subjects of the study were 697 international students from 54 universities, and 203 content-area instructors from 15 different universities in Turkey. The quantitative data were gathered through questionnaires and analyzed using Statistical Package for the Social Sciences program and the qualitative data were gathered through semi-structured interviews and analyzed using descriptive analyses. The study revealed that insufficient vocabulary range is the primary source of difficulties international students encounter during the instruction of their content courses. Moreover, instructors are of the opinion that students have much more difficulties in using academic Turkish than they themselves perceive. It is hoped that the results of the present study will contribute to the development of curriculum and materials in such a way as to use it for the benefit of international students pursuing their studies at Turkish universities.

As it promotes communication and interaction, the use of Web 2.0 tools has gradually increased in modern education system where technological capability is discussed as one of the basic language skills. This study has been conducted to investigate the effects of blogs on teaching Turkish as a foreign language, when designed as an out-of-class learning environment. In the light of the principles of blended learning, a blog page was created by the researcher and it was aimed to revise and improve the material based on the participants' feedback. The implementation process of the study lasted six weeks and was conducted with the participation of 24 university students who are learning Turkish as a foreign language in B2 proficiency level. In order to investigate the effects of blog use on teaching Turkish as a foreign language, semi-structured interviews were held with seven students and two instructors, who were randomly selected after the implementation process, and they were asked to evaluate the scope and method of the study, activity types and the content and technical features of the blog site. The qualitative results of the study showed that blogs, as a new learning model for students, improve motivation for learning by preparing an enjoyable and interactive learning environment. When compared with traditional learning methods, the results also showed that blogs have up-to-date and interesting content, and therefore they increase participation and communication among students. These findings suggest the need for further research on developing blog content considering other proficiency levels and exploring the implementation of blogs in class environments.

Yabancı dil öğretimi ders kitaplarında beceri alanlarına göre belirlenen hedef davranışlar, alıştırmalar yoluyla öğrencilere kazandırılmaya çalışılır. Öğrencilere beceri alanlarında belirlenen hedef davranışları da kazandırmanın yolu da farklı türde ve yeterli miktarda alıştırma yapmaya dayanır. Bu nedenle ders kitaplarında kullanılan alıştırmaların temel ve alt beceriler açısından dengeli bir dağılım göstermesi kadar kullanılan alıştırma türlerinde de çeşitliliğin sağlanması önemlidir. Bu çalışmanın amacı da yabancı dil olarak Türkçe öğretiminde yaygın olarak kullanılan dört öğretim setinin temel seviye (A1-A2) ders kitaplarında dinleme becerisi alanında kullanılan alıştırmaların diğer beceri alanlarına göre oranlarını, kullanılan alıştırma türlerini ve kullanım sıklıklarını tespit etmektedir. "İstanbul Yabancılar İçin Türkçe", "Yedi İklim Türkçe", "Gazi Yabancılar İçin Türkçe" ve "Yeni Hitit Yabancılar İçin Türkçe" setlerinin temel seviye (A1-A2) ders kitaplarından doküman incelemesi yoluyla veriler toplanmış ve tümevarımsal içerik analiziyle değerlendirilmiştir. Çalışma sonuçları, incelenen yabancı dil olarak Türkçe temel seviye (A1-A2) ders kitaplarında dört temel dil becerisi arasında en az alıştırmaya dinleme becerisi alanında yer verildiğini ve dinleme-anlamaya yönelik alıştırma çeşitliliğinin artırılması gerektiğini göstermektedir.

In dieser Arbeit soll der Einsatz von Filmen als audiovisuelles Unterrichtsmaterial im Fremdsprachenunterricht erörtert werden. Bei räumlichen und kulturellen Entfernungen zum Zielsprachenland ermöglicht Filmmaterial sprachliche und landeskundliche Inhalte in den Unterricht zu bringen. In diesem Rahmen bieten Filme, die Alltagssprache und Alltagsthemen des Zielsprachenlandes präsentieren, vielfältige Einsatzmöglichkeiten zur Erweiterung der sprachlichen und kulturellen Kompetenzen von Lernenden. Kein anderes Medium verfügt über ein so hohes Potential, die Neugierde der Lerner auf das Zielsprachenland und seine Menschen zu wecken, die Lerner zu motivieren, Emotionen auszulösen und Sprech-und Diskussionsanlässe zu schaffen. Der Einsatz von Filmen leistet einen wichtigen Beitrag zur Gestaltung von effizientem Fremdsprachenunterricht.

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