The aim of this study is to determine the views of teachers and students about the teaching and learning of slang in teaching Turkish as a foreign language. The student-based working group of the study, using a screening model of quantitative research methods, is composed of B1, B2 and C1 level students who learn Turkish as a foreign language reached by means of easily accessible status sampling method of purposeful sampling methods and the teacher-based working group of the study, using a screening model of quantitative research methods, is composed of teachers reached by the same method. The data of the study were collected by two separate questionnaires prepared by the researchers to determine the opinions of teachers and students. Based on the findings of the study, it was concluded that the majority of teachers and students generally had a positive opinion about the learning and teaching of slang words in Turkish and it was concluded that the students wanted to learn slang words because of "better communication with the Turks", "hearing too many slang words on the street", "living in Turkey", "being curious" and "just learning more words". In addition to this result, teachers stated that this situation which students use without knowing the meaning of some words may cause problems in their social environment. For this reason, it is concluded from the teachers' opinions that either a separate book for the use of slang should be published or the other slang words except for swearword should be taught in the lessons.

The basic approach in teaching Turkish to foreigners in addition to vocabulary teaching is to comprehend grammar rules and to gain the ability to make correct sentences in oral and written expression, to express their feelings and thoughts within the framework of these rules. The aim of this study is to compare the oral and written expression skills of Syrian students who learn Turkish. The study is a practical qualitative research on students' speaking and writing skills. In the research, students' voice recordings and writing practice papers were used as data collection tools. The sample of the study is 22 Syrian students studying at Gazi University Gazi TÖMER with YTB scholarship. The Syrian students were selected for the study group because they have started to TOMER after one-or two-years' experience in Turkey and they can speak Turkish as A1 level differently from other students. In practice, after the students' voice recordings were written, the documents related to the speaking and writing skills of the students were examined with the Simple Concordance Program, and the word frequencies in the speaking and writing skills of the students were obtained. At the same time, quantitative elements related to vocabulary have been identified. According to the results of the research, students' writing skills are more advanced than speaking skills and they use more words while writing; verbal expression was found to have trouble finding and remembering words and using the word in the right place. According to this, the skill of speaking in foreigners should be given equal importance with other skills in teaching Turkish; students should be given the opportunity to use the language in a social environment.

Öz: Bu araştırma, Millî Eğitim Bakanlığınca genelge ile belirlenmiş 100 temel eser arasında en çok okunan ilk üç çeviri kitabı (Pinokyo, 80 Günde Devri Âlem, Robin Hood) çeşitli açılardan incelemeyi amaçlamaktadır. Bu amaç doğrultusunda çocuk, çocuk edebiyatı, çocuk kitapları, çocuk kitaplarında bulunması gereken nitelikler, çeviri çocuk kitapları konu başlıkları alan yazında taranmıştır. Araştırmaya konu bu üç kitap, alan yazın taraması sonucunda tespit edilen çocuk kitaplarında bulunması gereken dokuz maddeye uygunluğuna göre değerlendirilmiştir. Değerlendirme sonucunda her üç kitabın da önemli çocuk eğitimi için önemli mesajlar tespit edilmiştir. Pinokyo "yalan söylemenin zararları, sonuçları" konusu ve mesajıyla değerlidir. 80 Günde Devri Âlem "cesaret, macera, coğrafi bilginin faydaları" iletileriyle çocuk eğitimi açısından önemlidir. Robin Hood ise kitabın mesajının aksine sebebi ve sonucu her ne olursa olsun bir suçu yüceltmektedir. Ayrıca Robin Hood'un yaşadığı sosyal yapı, Türk toplum yapısı ile örtüşmemektedir.Anahtar Kelimeler: Çocuk edebiyatı, çocuk kitapları, çeviri çocuk kitapları Abstract: The aim of this research is to evaluate, from different points of view, according to the circuit of Ministry of Education, top three most popular translated books˝ (Pinocchio, Around the World in 80 Days, Robin Hood). In line with this aim, in this survey, that takes as a subject translated children's books, children, children's literature, children's books and features that should be found in children's books are thoroughly analyzed. These three books are analyzed according to nine critera, previously established in this research, that determine what features a child book should have. Due to a fact that all three books are translations, there are deficiencies caused by translation and inability to transfer some cultural values. On one hand, Pinocchio is valuable because of the message that it transmitted, of "damages and consequences" of lie-tellers; Around the World in 80 days, is important in terms of child education with the message of "courage, adventure and benefits of geographical information". On the other hand, Robin Hood, on the contrary of the message of the book, glorifies a crime whatever are the cause and the end. In addition, the social structure of Robin Hood and his way of life do not coincide with the structure of Turkish society.

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