Bu çalışmanın amacı, Eskişehir İli, Milli Eğitim Bakanlığına bağlı ortaokullarda çalışan Türkçe öğretmenlerinin okuma kültürü edindirme sürecinde Türkçe ders kitaplarındaki metinlerin niteliğine ilişkin görüşlerini belirlemektir. Araştırma nitel bir çalışmadır. Bu çalışmada veri toplama tekniği olarak "yarı yapılandırılmış görüşme" kullanılmıştır. Araştırmanın sonuçlarına göre, Türkçe ders kitaplarında öğrencilerin ilgi alanlarına ve düzeylerine uygun olmayan metinlerin yer aldığı, metinlerin öğrencilerde estetik bir duyarlık oluşumuna kılavuzluk etmediği, okumaya karşı istek uyandırmada ve okuma kültürü edindirmede yeterli olmadığı sonucuna ulaşılmıştır.

No abstract

The most populous group learning Turkish as a second language in Turkey constitute foreigners who immigrated to Turkey in recent years for various reasons. The laws and rules of the state policies, the characteristics and attitudes of the host society are decisive in terms of educational science in ensuring the interaction of immigrants with the societies of the countries they come from. From the sociocultural and socioeconomic point of view, it is clear that Turkish teaching is the most important part of adaptation. Considering that the need for learning Turkish is a fundamental need not only for Syrians under temporary protection, but also for all internationally protected and irregular migrants, the importance of the need for qualified teachers emerges. In this study, teaching programs, the principles course content, methods and techniques, tools and materials, the types of questions for assessment and evaluation which are used by teachers who teach Turkish in Turkey Public Education Centers of the provinces where Syrians are most concentrated, are investigated and also examined the sources they follow. The data indicate that there is a need for qualified teachers in the field.

Languages that communicate among people have a very complex structure. This complex structure emerges especially during foreign language learning. In language learners, the input in the target language is processed simultaneously in terms of both meaning and form. In order to achieve this, an enriched content of teaching materials is required. Understanding the language is possible by having sufficient knowledge of the target language as well as using the language. Moreover, in the language learning process, the point of interaction must be connected to life and the content of the themes chosen should be rich and suitable for the use of grammar elements. Therefore, learning materials prepared for language teaching programs should be prepared with a multi-dimensional approach. In this study, the functional inputs for the teaching of Turkish as a foreign language in accordance with the content areas obtained by literature review were determined by the Heuristic approach.