TURQUOISE: A TURKISH LANGUAGE BEGINNER TEXTBOOK FOR ADULT SPEAKERS OF ENGLISH A TERMINAL PROJECT PRESENTED BY NILAY SEVINC ‘TO THE LINGUISTICS DEPARTMENT IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN LINGUISTICS. WITH A LANGUAGE TEACHING SPECIALIZATION UNIVERSITY OF OREGON JUNE 2009Turkish Textbook for Adult Beginners ii ABSTRACT Title: Turquoise: Turkish Language Beginner Textbook for Adult Speakers of English. Author: Nilay Sevine Committee Chair: Dr. Patricia A. Pashby University of Oregon, Language Teaching Specialization Program Committee Member: Dr. Sarah J. Klinghammer University of Oregon, Language Teaching Specialization Program ‘Turkish is taught at more than sixty-four universities in the United States. However, the instructional materials currently available do not meet the needs of the teachers and learners in these programs. This terminal project presents a beginning level Turkish textbook design for speakers of English. ‘The data collection process was done in two ways. A survey was given to language teachers to get information about the role of the textbooks in their classes and another survey was provided for the learners’ of Turkish to get information about their needs, interests, expectations, perspectives, and experiences in the target language. ‘The resulting materials include an introduction and three sample chapters of a student- centered textbook which pays attention to leamers’ expectations and interests. The textbook seeks to enable leamers to use real world language through fresh topies and content. It is based on a multi-skill syllabus integrating grammar, vocabulary, and situational, functional, and thematic tasks and activities.‘Turkish Textbook for Adult Beginners iii UNIVERSITY OF OREGON DEPARMENT OF LINGUISTICS, COLLEGE OF ARTS AND SCIENCES: MA TERMINAL PROJECT APPROVAL FORM June 10, 2009 The examining committee appointed by the Department of Linguistics for Terminal Project submitted by Nilay Sevine has read this terminal project and determined that it satisfactorily fulfills the program requirement for the degree of Master of Arts Title: Turquoise: A Turkish Language Beginner Textbook For Adult Speakers Of English. Project Advisor: Dr. Patricia Pashby (Committee Chair) Committee Member: i. Sarah J. Klinghammer ‘ommittee Member) Department Chair: Dr. Eric Pederson (Linguisties Department Chair)Turkish Textbook for Adult Beginners iv ACKNOWLEDGEMENTS I would like to give my sincere gratitude to the many people who helped me throughout this process. My heartfelt thanks go out to my director, Jeff Magoto who helped me to pursue my degree, and who ultimately made graduate school possible for me. His academic and social guidance, support and leadership have lightened my path, and without his help I would not have been able to accomplish my goal of completing this degree. Lam also very grateful for my family’s support. Regardless of the distance and time difference between us they took care of me. Their love and attention kept me going as I worked toward my goals. In addition, my deepest appreciation goes out to my advisors. This project would not have been completed without the help of Dr. Patricia Pashby, who was my mentor and advisor. Her supervision and spot on suggestions helped me to keep my energy while working to make improvements. Throughout the process, she was always very responsive, understanding, and encouraging. Another person who I own a great deal of gratitude to is Dr. Sarah J. Klinghammer, who served as my second reader. Her suggestions were incredibly helpful, and she generously shared her vision, experience, time and energy to assist me as I completed this project. Thank you for your inspiration. Finally, I would like to acknowledge Dr. Pelin Basci and Harinder Kaur Khalsa for their valuable contributions to this project, as well as Miri Gordon and Wendy Wood for their motherly support and all of my colleagues and friends at the Yamada Language Center. They always cheered me up and filled me with positive energy, so thank you from the bottom of my heart,Turkish Textbook for Adult Beginners v TABLE OF CONTENTS (ABSTRACT APPROVALS ... ACKNOWLEDGEMENTS sai TABLE OF CONTENTS ......--++ CHAPTER 1 INTRODUCTION a. Background of the Project. b. Statement of Purpose ... CHAPTER 2. LITERATURE REVIEW .. 1. What are the Features of Good Textbooks and Materials? a, Content... . nee b. Teacher-Learner Factors ¢. Design and Organizatio 2. What are the Benefits of Using a Textbook? CHAPTER 3. TEXTBOOK ANALYSIS 1. Review of Four Commercial Textbooks Written for Turkish Language. 10 1.1 Textbook 1 .. u a. Factual Details .... ul , Content. ul c. Teacher- Learner Factor 12 4, Organization and Design ... 12 1.2 Textbook 2 3 a, Factual Details B b. Content . 14 cc. Teache earner Factor 15 4. Organization and Design 15 1.3 Textbook 3 see 16 a, Factual Details «0.0.0... 16 b, Content ... .. 16 c. Teacher- Learner Factor 17 4d. Organization and Design 18 Textbook 4 . 18 a. Factual Details 18 b. Content .. 19 20 a c, Teacher- Leamer Factor . 4. Organization and DesignTurkish Textbook for Adult Beginners v 2. Conclusion CHAPTER 4 DATA COLLECTION PROCEDURE ...... 1, Language Teachers’ Perspectives on Textbooks . soe DS a. Participants .. b, Instrument and Procedure ¢. Result and Discussion .. 2. Leamers’ Perspectives on Learning Turki a, Participants . b. Instrument and Procedure c. Result . 4. Discussion CHAPTER 5 DESCRIPTION OF THE TEXTBOOK eeceeeesee 39 Organizing Principle ..... Audience .. . Textbook Organization Textbook Deseripton Sequencing . Conclusion ... Table of the Contents of the Book Nave e NS CHAPTER 6 PROPOSED TEXTBOOK ... 1. Scope and Sequence 2. Chapter 0: What Turkish Do You Know? 3. Chapter 1: Hosgeldiniz- Welcome! 4, Chapter 2: Nerelisin?- Where from? 5. Chapter 3: Bugtintim ve Hergtintim - 90 CHAPTER 7 CONCLUSION . ~ 11 REFERENCES . .. 113 APPENDICES . .. 116 1. Appendix A: Teachers’ Survey Questions . ....... seeee 16 2. Appendix B: Leamers’ Survey Questions. 3. Appendix C: Leamers’ Comments . .. 118 120‘Turkish Textbook for Adult Beginners 1 CHAPTER 1- INTRODUCTION Background of the Project “Critical, rare, uncommon, neglected, exotic, strategic are a few of the many terms that are used to describe less commonly taught languages” (Janus, 2000, p.25). Although Turkish is considered a less commonly taught language, according to the records provided by American Association of Teacher of Turkic Languages (2006), sixty- four universities currently offer Turkish language courses in the United States and Canada, Furthermore, even though the exact number has not yet been established, Turkish is given as a self study class in many other universities. The University of Oregon Yamada Language Center is one of them. Language teaching, which has traditionally relied on prescriptive teaching methods, has moved into a realm of employing more eclectic, flexible, and communicative teaching methods. Through innovations in technology, learners have more choices in leaming a new language. However, there is one substantial tool that continues to play a major role in language teachers! and students’ lives: textbooks. My Turkish language teaching background was a result of a Fulbright scholarship as a Foreign Language Teaching Assistant. Because I have had language teaching experience, I ‘thought that it would be effortless and natural to teach my native language. I took a series of recently published textbooks with me. Following Mares’s (Cited in Tomlinson, 2003) statements regarding textbook selection, I thought I had chosen materials that were “designed to give cohesion to the language teaching and learning process by providing direction, support and specific language based activities, provide leamers with exposure to language in use”. However, in my first class I realized that the textbook series was not the best choice. It was neither appropriate nor applicable to the students’ needs, interests, proficiency level, and expectations in‘Turkish Textbook for Adult Beginners 2 terms of language content, because the textbook was written exclusively in the target language The beginning level of students demanded a more forgiving textbook with English and Turkish. Consequently, the use of this textbook did not meet the philosophy of the self study language program at the Yamada Language Center. I started preparing my own teaching materials to meet students’ needs and goals, partially by localizing language topics, content, learning strategies, and skills. However, I still looked for materials that I would be able to use in class either in a supplementary or complementary role. I expected to find a textbook that could provide insightful and efficient teaching and learning styles and strategies; establish a sensible variety of tasks; and overall, be systematic, pragmatic, well designed and suitable for the students’ level. There were just a few commercial Turkish textbooks available, and among them I could not find one that met the requirements of my goals, objectives, beliefS, and choices as an instructor, as well as the students’ academic and non- academic reasons for learning Turkish. Indeed, my experiences as a language teacher, including my Turkish teaching, observations of students’ engagement with this specific language, and awareness of the significant principles that foster learning led me to decide to write a textbook for Turkish. Statement of Purpose ‘The purpose of this project is to create a textbook for Turkish language instruction, which can be used either in a classroom setting or as self study for adult speakers of English beginner level. In preparation for this task, I completed a literature review, textbook analysis, needs analysis, and rationale and plan for textbook organization. Using this information, I wrote an introduction and three chapters of the textbook, along with an evaluation of the proposed textbook.Turkish Textbook for Adult Beginners 3 CHAPTER 2- LITERATURE REVIEW The literature review focuses on the features of good textbooks and materials and the benefits of using a textbook. What are the features of good textbooks and materials? A good textbook is one that has clear content, meets the goals and objectives of the leamers, teachers and program, and is designed and organized considering the target group and its proficiency level. Content. ‘The content of a textbook plays a significant role in the language teaching learning process. In order to increase the credibility and efficiency of a textbook, the content has to serve several needs. Tomlinson (2003) points out that a language textbook should provide flexible, creative, and affectively engaging content and multicultural perspectives through multi dimensional approaches. Zajda (2004) focuses on the role of culture in the content of textbook. She writes that cross cultural dimensions need to take place in the content of a textbook so that learners can have better understanding and perception in today’s global world. J.D. Brown (1995) claims that the content should be consistent in terms of cultural appropriateness and situational needs and techniques. He states that all these aspects should be considered and evaluated with regard to the curriculum. The areas that H.D. Brown (2007) emphasizes in regards to the content of a textbook include validity, authenticity in use of language, and appropriateness with regard to recent topics, context, and proficiency level. ‘The textbook should be valid and provide authentic language so that leamers can use the language in real life situations. The term “appropriateness” is alsoTurkish Textbook for Adult Beginners 4 stressed by Celce Murcia (2001) when she discusses the importance of content in relation to the intended learner group. In regard to language learning aspects of a textbook, Rubdy (2003) emphasizes that the content needs to a) be enriching, providing enough input through language focus and use to improve leamers’ competence and performance; b) be current with its topics, encouraging new experiences; ¢) offer variety in tasks; and d) be adequate in giving language instructions. Richards (1993) stresses that the content of a textbook should be based on lively and interesting materials and “provide a sensible progression of language items” to indicate the points to be leamed with review sections so that students can practice their language use (p.5). Teacher - Learner Factors. ‘A good textbook needs to be teacher and leamer friendly. It has to address the goals and objectives of the teacher and learner population, as well as meet the demands of a program. Celce- Murcia (2001) and Richards (2001, citing Cunningsworth 1995), have the same opinion in that a good textbook is one that matches the learners’ needs, aims, and objectives. J.D. Brown (1995) supports his colleagues’ opinions by stating that meeting the goals and objectives of the course are essential for textbooks and materials. Considering teachability features, he adds that a textbook needs to fit the curriculum of the program in order to meet these goals and objectives. Ur (1991) emphasizes the efficiency of a textbook, particularly in regard to the importance of the target group, and suggests that if the leamers have a specific purpose, the content of the textbook has to meet the leamers’ needs and interest. She remarks, for example, that if the target group is young learners, the attractiveness and colorfulness of illustrations gain ‘more importance,Turkish Textbook for Adult Beginners 5 Design and Organization. One of the strengths of a textbook is based on its design and organization. Design is essential to both format and sequencing, and organization is important to provide clear visual features for the learners. In order to encourage organic teaching and learning, the sequence of the content in the textbook needs to be considered. Ur (1991) maintains that the content of a textbook should be well-balanced and carefully designed as it provides a framework and syllabus for the learners. Breen and Candlin (1987) argue the importance of the sequencing of material as well. They say that the content needs to be graded, and in this respect it should be designed from simple to complex. Supporting this idea is Mares (2003), who states that a textbook should provide a “linear model of language teaching” in its content. In terms of establishing an adequate background, the pattern of the language should start from simple and proceed to more complex. The tasks and activities should also be operationalized from less demanding to more demanding, from pedagogic tasks to authentic ones. Visual aspects used in the textbook gain importance as they enhance or hinder learning In this respect, Dougill (1987) emphasizes that the visual features of a textbook affect the learning process positively or negatively. He states that densely designed textbooks are not visually appealing; instead they truly impede the learning process. In discussing visual aspects, J.D. Brown (1995) focuses on the “physical and logistic characteristics” of a textbook in relation to its visuality. In discussing layout, he points out that a good textbook should provide a certain amount of free space, pictures, and texts. In terms of the organization, the textbook needs to have a “table of contents, index, answer key, and glossary”. ‘The way that illustrations are used in the textbook also plays an important role. They need to beTurkish Textbook for Adult Beginners 6 clear in terms of their intended purpose, and appropriate for the age of the target group. They should not include any sexist or culturally offensive language or information. Components of a textbook are equally significant as they are expected to provide natural and authentic input and guidance for inexperienced teachers. Ur (1991) points that a good textbook needs to have a clear layout, easy to read print, include appropriate visual materials, and provide access to components. Sheldon (1987) also considers the design and organization of a textbook in his early article on textbook evaluation. He states that a good textbook should include an adequate number of chapters in relation to the proficiency level of the book, and the length of the chapters needs to fit the available time frame for the class. Richards (1993) discusses the visual features of commercial textbooks, agreeing that a good textbook should include lively and interesting materials. He agrees that teachers can also use textbooks better if they are “visually appealing”. He points out that current textbooks are usually produced “with full color art and sophisticated magazine-like design, printed on high quality paper, and supported by an assortment of supplementary resources” (p.1). Tomlinson (1998) agrees that, currently, designers’ are trying to make textbooks more attractive with color and illustrations, What are the benefits of using a textbook? ‘Most language teachers need a structured language program, models, instruments and tools in order to plan and teach their classes. Textbooks provide teachers and learners & pedagogical grounding that they can rely on. They are beneficial as they carry out different functions. Textbooks standardize and present empirical approaches, providing guidance, maps, and tools for learners. On a practical note, they also save teacher time.Turkish Textbook for Adult Beginners 7 Neville (1987) draws attention to the effectiveness of using textbooks by stating that they provide “sound, down to earth advice on basic techniques and approaches” in language classrooms. He also points out that textbooks are helpful for standardizing instruetions when teaching different classes. Regarding the ideological factors involved in using textbooks, Richards (2001) offers a fruitful perspective in stating that the quality of language teaching has been an ongoing, arguably improving process evidenced by a reflection of current trends, theories, and research on instructional materials, Through access to current theories and approaches, teachers can update themselves and their learning environment with current pedagogical and methodological aspects presented through textbooks, which aim to apply new trends, styles and strategies skillfully. Focusing on the benefits and impacts of textbooks in terms of guidance, Rubdy (2003) maintains that the use of textbooks creates a route map for teachers and students. Textbooks provide a platform for presenting structure, prediction in terms of what to teach, and flexibility for negotiation and exploration, As mentioned earlier, Ur (1991) emphasizes that using a textbook is beneficial in that it provides a sequence through its framework. Considering this a form of guidance, both the teacher and students can get an idea about what is to be taught and earned in the course. She agrees with Neville (1987) that important guidance provided by a textbook is consistency in giving instruction. Ur also states that textbooks are useful for providing “ready-made texts and tasks” for the appropriate level (1991, p.184). Textbooks are also effective for the tools they provide teachers and learners. According to Dendrinos (1995) textbooks are advantageous to “pedagogize” the learners. The author maintains that textbooks establish content with their instructional and social practices, giving students the chance to develop their skills both as learners and social beings. Celce-Murcia (2001) points outTurkish Textbook for Adult Beginners & that a textbook provides “content, explanations, examples, exercises, tasks, and illustrative and graphic materials that can be used for teaching purposes” (p. 418). Through linguistic instructions implemented in a textbook, students have the opportunity to access comprehensive knowledge on given aspects of the language. Richards (2001) emphasizes the advantages of using a commercial textbook by pointing out its significant place as a central core of a program. Similar to Celce-Murcia’s perspective, he maintains that a textbook provides structure and a syllabus. It standardizes the teaching and helps teachers to establish good quality and “effective language models and input” (p. 255). Byrd (1995) adds that the textbook models the target language and engages the learners in various tasks. As stated by Richards (2001) , textbooks are efficient in terms of providing a substantial number of resources such as “workbooks, CDs, cassettes, CD-ROMS, teacher’s manuals and comprehensive teaching guides”, (p. 255). Along with providing this support, they reduce a teacher’s work load and save them time. Ur (1991) also emphasizes that using a textbook provides economy in time, guidance, and preparation. She stresses that commercial textbooks offer support and assistance for novice teachers and for those who are unsure of information about the language. Bell and Gower (1993) maintain that textbooks are convenient, as they provide “language reference pages, workbooks for extra practice, verb lists and phonemic charts and so forth” (P.54). They point out that these aspects relieve some of the teachers’ burden, particularly in terms of their concerns for finding and creating materials that appeal to all learners” interests and levels. As indicated by Richards and Mahoney (1996), a good language textbook saves time, offers variety, gives directions, and guides each step carefully. They add that not only the teacher, but also the students feel confident and secure when a textbook is utilized in language classes.‘Turkish Textbook for Adult Beginners 9 Correspondingly, Rubdy (2003) says that textbooks provide “a sense of self confidence and security for teachers” (p. 39). In addition to it, Ur (1991) also indicates that, textbooks are a practical tool as they are replaceable if they do not fulfill the needs of teachers and students, (1993). According to the literature, language classrooms do need textbooks and materials, as they are beneficial in terms of facilitating approaches and providing guidance and tools,Turkish Textbook for Adult Beginners 10 CHAPTER 3- TEXTBOOK ANALYSIS Review of Four Commercial Textbooks Written for Turkish Language: Textbook and material selection is an important as well as a difficult process. Every Janguage teacher wants to use the most “ideal textbook” (Walsh, 1958) to meet their teaching purposes. As a less commonly taught language, Turkish unfortunately has a limited number of commercial textbooks available. In this section, I evaluate four existing textbook all of which are designed for learners who have no previous knowledge of Turkish. However, considering that all of them are for elementary courses, there are significant distinctions among the textbooks. In order to provide detailed information about the core features of the textbooks, I have adapted the criteria designed by Sheldon (1988). I chose this particular framework because the categories it includes are closely related to the main points in my literature review. The elements “rationale, linkage, selection/grading, authenticity and cultural information” interrelate with to the content section; “user definition, sufficiency, stimulus/ practice/revision, flexibility, guidance” are connected to teacher-leamner factors; and “layout/ graphics, accessibility, and physical charact related to organization and design. The selected elementary textbooks are as follows: 1. TOMER, HITIT Yabanetlar Iein Tiirkge 1. Ankara Universitesi, (2002). Additional components: One workbook, two cassettes, and a mini dictionary. 2. Mehmet Hengirmen, Turkge Ogrenelim I, Let's learn Turkish. Published by Engin Yayin Evi. (2008). Additional components: VCD, glossary. 3. Orhan Doan, Starting Turkish. Published by Milet Publishing, LLC. (2006). Additional components: One CD.Turkish Textbook for Adult Beginners 11 4. Kurtulus Oztopgu, Elementary Turkish, a Complete Course for Beginners. Published by Kebikeg Yayinlan. (2006). Additional components: Two CDs. Textbook 1: Factual Details: Tile: HITIT, Yabancilar Igin Tarkge 1 Author(s) : Ali Gigek, etal. Publisher: Ankara Universitesi Basimevi, 2002 ISBN: 915-482-537-8 Number of Pages: 199 Components: SB/WB/ 2 Cassettes/A small glossary booklet. Length: Each unit is between 10-17 pages. Units: 16 Target Skills: Four skills of listening, speaking, reading and writing. Integrates grammar and vocabulary. Textbook Language Explanation: Turkish Target Learners: Young adults/ adults Content: Rationale: The textbook is written to teach Turkish as a foreign language. However, the objectives or the purpose of the textbook are not explicitly spelt out either in the preface or at the back. It just includes a table of content page. Linkage: There is no thematic, situational, or topical connection between the units. Grammatical and lexical aspects are in a meaningful progression pattern; however, each unit implements different language functions and focuses.‘Turkish Textbook for Adult Beginners 12 Selection & Grading: The selection of the unit titles is suitable for beginner level leamers. The topics, grammar focus, and reading texts seem to be graded in the textbook; however, inside units scaffolding and cycling are not very well situated or applied in a meaningful sequence. Lack of sequencing is definitely @ handicap in the textbook. The textbook does not reflect a systematic sequence of introduction, presentation, and production, either within the units or in the textbook itself. It starts with simple topies but by the middle of the book, the level of text and grammar becomes challenging and demanding for a beginning level leamer. The topics and language are not recycled later in the units. Moreover, the exercises are almost the same in each section and do not go through controlled to less controlled. Authenticity: The textbook cannot be described as authentic, The content is mostly not realistic. The textbook focuses on only the standard language and does not reflect everyday language either in the reading texts or the listening parts. There are only a few authentic pictures, illustrations, and texts used in the book. Cultural Information: The textbook presents some cultural information and expressions through some reading texts and conversations. However due to the lack of authenticity, the cultural information used in the textbook is not a good bridge for the learners. ‘Teacher- Learner Factor: User Definition: The textbook is for adults and young adults. However there is no specific information about leamers’ linguistic and cultural background. Therefore it can be for anybody ‘who is interested in leaning Turkish. On the other hand, since the textbook language is only in the target language learners will most likely not be able to use it as a textbook as a self study aid.Turkish Textbook for Adult Beginners 13 Sufficiency: The textbook cannot stand on its own. First it requires an instructor and the instructor needs to supplement the book with visual and audio materials, grammar explanations, and exercises, prepared both in English and Turkish. ice in ‘Stimulus/ practice/revision: The textbook is not interactive. It provides enough prat written exercises but not in speaking skills. The workbook can serve learners as a review of the grammar points and vocabulary. Flexibility &Guidance: In terms of variety in tasks and practice in every unit, the textbook does not provide flexibility. The instructor may need to do some modifications to fit the book into a classroom setting. Guidance is provided for exercises. However there is not enough advice given on how this textbook can be used most effectively. Organization and Design: Layout/ graphics: The textbook has a fine layout. The print, graphics, pictures, and illustrations in the book are clear. The design of the page is not very dense. It has high quality page editing and colored illustrations; however, they are not appealing, It requires updated information, design, organization, pictures and photos. Accessibility: The textbook is quite well organized with the section headings, instructions, and numbering. Leamers can find their location in the material. However, there is no glossary, or answer key at the back of the book, nor are there any oral activities. Physical characteristics: Space is provided for the drills and exercises. The book is light enough to carry easily. Textbook 2: Factual Details: Title: Tiirkge Ogrenelim 1, Let’s learn Turkish Author(s) : Mehmet HengirmenTurkish Textbook for Adult Beginners 14 Publisher: Engin Yayi Evi, 7" Edition 2008 ISBN: 975-320-095-1 Number of Pages: 128 Components: VDC/ Glossary Length: Each unit is between 7- 12 pages. Units: 14 Target Skills: Reading skills, grammar and vocabulary. Textbook Language Explanation: Tur Target Learners: Young adults! adults Content: Rationale: Although there is no specitic information that indicates the purpose of the textbook, by looking at the title and content, one can say that itis for teaching Turkish as a foreign language. The textbook includes only a table of contents in the beginning but not an introduction. Linkage: The units/chapters in the textbook are identified as courses. Each course has a different theme. In some sections the theme is introduced through the same characters. Therefore the people used in this textbook provide some connections from one course to another. The grammatical aspects are given in a reasonable pattern, Selection & Grading: The selection of the course titles is suitable for those who want to go to Turkey as a tourist. The linguistic inventory used in the textbook is not graded, The language level changes dramatically in each course. While some conversations, pictures, grammat explanations and exercises are just right for beginners, some reading texts and density in the ‘grammar are not suitable for the intended level. In this respect, sequencing is also a problem in this textbook. It does not have a scaffold or sequence to introduce the language information.Turkish Textbook for Adult Beginners 15 Authenticity: In some chapters, a few conversations reflect the authentic language. In addition to that, some pictures and photos of real people bring a little authenticity to this textbook. On the other hand, it builds a theme by focusing on extraterrestrial figures. This creates an artificial and ‘unnatural language situation, particularly considering the target group. Cultural Information: The textbook does not teach cultural information explicitly. However, some conversations include cultural expressions. Teacher- Learner Factor: User Definition: The textbook does not provide any clear specification about the age range, culture, language background, objectives of the target group. Sufficiency: The textbook is not a sufficient tool to teach the class. The teacher has to support it with other materials to make it workable. ‘Stimulus/ practice/revision: Apart from some photos and pictures, the textbook cannot be considered appealing. It provides some exercises and practice, but none of them is supported by speaking skills. Flexibility &Guidance: The textbook is not flexible in terms of possible teacher’s modifications. However, in some chapters there are a lot of conversations. Considering the teaching/learning time some of those conversations can be omitted. The material presents dialogs, grammar, and pictures to build vocabulary. However, no instruetion or guidance is provided in the textbook for doing this. Organization and Desig Layout/ graphics: The layout of the textbook changes from one chapter to another. Some pages have very light layout some not. It presents authentic colored pictures on high-quality paper; however, this textbook also needs updated illustrations.‘Turkish Textbook for Adult Beginners 16 Accessibility: The material is organized as 1A, 1B; therefore, the learners can find the location of specifie material without any problem. Section headings are given clearly, providing signposting for learners, However there is no clear view of progress from one section to another. As the textbook is written only in the target language, it would not be good self study material for beginning level learners. Physical characteristics: ‘The textbook is not heavy to carry. There are spaces to write in the book. Textbook 3: Factual Details: Title: Starting Turkish Author(s) : Orhan Dogan Publisher: Milet Publishing, LLC, 2006 ISBN: 9781840594973 Number of Pages: 96 Components: 1 CD Length: Each unit is at about 4 pages. Units: 12 Target Skills: Four skills of listening, speaking, reading and writing. Integrates grammar and vocabulary. Textbook Language Explanation: English and Turkish Target Learners: Young adults! adults Content: Rationale: The textbook is designed for daily language needs, such as meeting people, socializing, making arrangements, asking for information and help, which can be used inTurkish Textbook for Adult Beginners 17 different social settings. Its goal is to provide some background information for foreigners who are new to living in Turkey or visiting as tourists. Language points are given through dialogs with key grammar points. Although the textbook indicates that it implements four skills, grammar, and vocabulary, in fact it does not. It includes reading (short dialogs), listening, grammar, and vocabulary tips. The grammar and vocabulary parts are particularly weak in terms of the language input and knowledge. The material does not include much information about the features of the textbook in the preface or at the back of the material. It has a content page that presents only unit titles. Linkage: Each chapter comes with a different topic; there is no connection among the chapters. ‘The textbook is only coherent within each unit. Selection & Grading: The selected topics are limited and specific, to be used only for touristic purposes. The grammar is , but the sequence of the unit topics is not graded excluding the first one, as it based on greetings. Authenticity: The textbook does not reflect much authenticity, The dialogs are simplified, the tasks are very short and do not fit real world situations well. There are no real pictures and the illustrations used in the textbook are unappealing. Cultural Information: The textbook provides some cultural tips for the situations in each unit. Teacher- Learner Factor: User Definition: In terms of the target group, the textbook indicates that itis for young adults and adults. It adds that the textbook is suitable for thirteen and plus. Sufficiency: The information provided in the textbook is either inefficient or insufficient. The textbook is not competent enough to stand on its own to promote the target language. It requires‘Turkish Textbook for Adult Beginners 18 extra work by the teacher to bridge the gaps in language skills and focus. The content is kept very simple. Stimulus/ practice/revision: The material focuses on everyday needs; however, it does not ice. provide the information in an interactive way. It provides review pages but not enough pr: Flexibility &Guidance: The leamers do not get any guidance about the sections and steps in the textbook as there is no instructional explanation. It does not provide enough input for grammar and vocabulary. Therefore, even though it claims that it can be used as a self study aid, it actually cannot be. The textbook is also not strong enough to give flexibility to both leamers and teachers. It provides an audio CD, but is short of other practical materials. Organization and Design: Layout/ graphics: The page design is almost the same in each unit. It includes very short dialogs, brief grammar points, and vocabulary sections. The book is very colorful and consists of” a lot of artificial illustrations. Personally, I find them unappealing, Accessibility: The textbook includes only a few section headings such as grammar, vocabulary, and tips. It does not provide any instruction or guidance for the sections. The learners may get confused about what they need to do in each part. Physical characteristics: The textbook is not big ot heavy to carry. It includes space in the review section to write on. ‘Textbook 4: Factual Details: Title: Elementary Turkish, A Complete Course For Beginners. Author(s) : Kurtulug Oztopgu. Publisher: Kebikeg Yayinlari, 2006. ISBN: 975-7981-34- 6Turkish Textbook for Adult Beginners 19 Number of Pages: 750 Components: 2 CDs Length: Each unit is between 22-32 pages. Units: 30 Target Skills: Four skills of listening, speaking, reading and writing. Integrates grammar and vocabulary. Textbook Language Explanation: Turkish and English. Target Learners: Adults and young adults. Content: Rationale: The textbook is written to meet the needs of the beginner level of Turkish. The goals and objectives are clearly indicated; its purpose is to fill the gap for Turkish language teaching material. It provides detailed information about the plan of the book in the preface. Apart from the table of contents, it also includes another table that shows the topics, the functions, and the grammar covered by each unit. Linkage: There is a meaningful connection within the units; it coheres internally a topic presented in one unit, then cycles or recurs extensively in another unit. Selection & Grading: The textbook presents clear methods by focusing on multi skills and language focus. Considering leamers’ needs, the selection of topics presented in the textbook is suitable for the beginning levels. The information is sequenced; the textbook is very clear in this, respect. Grammar is also graded. The items move from simple to more complex. Authenticity: Lack of authenticity is the biggest weakness of this textbook. All the conversations and reading texts are created particularly for this textbook. It is indicated that the language used in the textbook is natural; however the lack of authenticity is obvious and creates artificiality.‘Turkish Textbook for Adult Beginners 20 ‘The exercises are mechanical and based on drills. There are only a few pictures used in the textbook, and they are all black and white. “cultural note” section. It provides information in Cultural Information: The textbook ha English about the Turkish culture. In this part, leamers are given input about specific vocabulary and become familiar with cultural values, norms, and other aspects. Teacher Learner Factor: User Definition: The textbook does not specify information about the age range of its target ‘group, language background, and culture; however it indicates that it is used in many universities in the United States. Therefore, I assume that it is written for adults and young adults. This, textbook is designed for learners who want to study Turkish intensively, with five to six hours of classroom instruction a week. Although it is maintained that the textbook is available for self study as it includes an answer key, the author of the textbook emphasizes that it is better used in a classroom under the facilitation of a qualified instructor. The material utilizes standard language organizing it with consideration of the Provisional Proficiency Guidelines for Turkish prepared by AAT (American Association of Teachers of Turkic Languages). Sufficiency: The material provides clear and straight explanations in English. However, it ean stand on its own only ina traditional classroom. As stated before, it is not authentic and visually appealing. In order to increase its efficiency, the textbook needs to be supported by the teacher with the technology, visual and audio materials Stimulus/ practice/revision: The textbook is dense, comprehensive, and meticulous. It provides Jeamers enough opportunities to facilitate retention of the intended target points. It also includes review sections,Turkish Textbook for Adult Beginners 21 Flexibility &Guidance: The textbook provides sufficient guidance for its leamers. It presents English explanations. However it does not establish enough flexibility in terms of accommodating practical constraints. It does not provide any visual equipment or pictorial material. Organization and Desi Layout/ graphics: The textbook does not include any interactive or attractive features. It includes very few pictures but a lot of language information, Therefore, it is not suitable for visual Jeamers. The material is black and white and the paper quality is reasonable. Accessibility: The textbook is systematic in terms of the sections in each unit. The learners can easily locate information without getting lost, as each section is subtitled in bold and upper case. The leamers are not given enough information about how the material can best be exploited, but assume that will not be a big problem for leamers, as each section is self explanatory. Physical characteristics: The textbook consists of 750 pages. It is a big and heavy book. Tt includes a lot of exercises and provides enough space to write. Conclusior Selecting a good textbook, at the right level with the right content is truly an important process in language teaching, In this section four commercial textbooks are reviewed. Even though they are all elementary textbooks, written for adults and young adults, the content, goals, objectives, and needs are presented differently in each textbook. Consequently, each of them has its own merits and demerits; however none of them is suitable for my target group. Hitit and Tirkge Ogrenelim are written only in the target language; therefore, they do not meet my initial prerequisite in terms of the language instruction for the beginner levels. Furthermore, considering the aspects in the content and teacher learner factor, neither textbook isTurkish Textbook for Adult Beginners 22 practical, meaningful nor purposeful in terms of providing natural language, developing grammar and vocabulary, and engaging leamers with the current topics. Nor can be used as a self study aid because of the language factor again. Starting Turkish is better than Hitit and Tirkge Ogrenelim in that itis written both in English and Turkish. However, the major weakness of this textbook is its insufficieney in the ‘way it presents the target language. It does not provide enough input for language skills and knowledge of grammar and vocabulary. It is also very weak in terms of guidance. Above all, considering its target group, the textbook mainly provides situational dialogs for tourists; therefore it cannot be a good source for those who want to learn Turkish for general purposes. The textbook, Elementary Turkish, a Complete Course for Beginners is the best one among the list. It includes both English and Turkish explanations. It is systematic, based on multi-skills, and provides comprehensive language input. However, the textbook’s reading and conversation materials are not authentic. All are created specifically for this textbook. The supplementary audio CDs have the same handicap. The language spoken does not sound natural nor does it include different speakers. The textbook itself is not visually appealing. It is black and white and consists of just a few pictures. It is also a very heavy textbook, In view of these features, none of the textbooks suits my target audience and my teaching objectives. Therefore, I have been highly motivated to write my own material to fulfill the need. My proposed textbook is different from others in its content, teacher-learner factor, and organization and design. The proposed textbook will include the information about its purpose, goals and objectives in the beginning of the textbook and leamers will be informed how they can best use the material. The target group will be specified as English-speaking adults and young adults atTurkish Textbook for Adult Beginners 23 the beginning level and the textbook language will be in both English and Turkish. The topics are going to be current and presented in a pattern for developmental process. The learners’ needs and expectations will be considered in the book. The textbook will be based on communicative and dynamic aspects and promote authenticity and critical thinking ability. It will enable the learners to achieve procedural competence and performance to use the language in a natural way. The content of this textbook will reflect the principles suggested in the Turkish language framework prepared by AATT, so standardization will be a strength of this textbook. Learners will have the idea about what they are doing in each chapter through the syllabus presented at the beginning of the material. Unlike the other textbooks, authenticity is another merit of this textbook, Realistic illustrations, speaking and reading materials, natural language, and online real world tasks will be the basis of the material. It will include cultural information harmonized with idiomatic and colloquial expressions. It will establish meaningful connections both within and among the chapters. Internal and external linkage will help leamers to retain and reinforce the specific target points. ‘The textbook will be teacher-learner friendly. The teacher will modify the sections in the textbook to fit the local circumstances and learners will have flexibility via extensive tasks and reading activities to work outside the classroom. The grammar and vocabulary development will be graded in a meaningful sequence. Although it is best used in a classroom environment, those who want to do self study will be able to use the textbook, as clear guidance and an answer key will be provided, In regard to the organization and design, the textbook will have an attractive and clear layout. Unlike other textbooks, too much information will not be crammed onto one page; there are clear separations. It has rich, attractive, interesting, aesthetic, and up to date illustrations.Turkish Textbook for Adult Beginners 24 Section headings are in upper case, and learners can easily find material. As it will have only sixteen chapters, it will have a reasonable length with suitable density for beginners. In order to initially determine all those target points and objectives in the textbook, two different surveys were administered: one for teachers and one for learners.‘Turkish Textbook for Adult Beginners 25 CHAPTER 4- DATA COLLEC ‘TION PROCEDURE In preparation for the proposed textbook I conducted a needs analysis. To enhance the effectiveness of the textbook, input was needed from teachers and leamers. In this respect, I created a small survey for language teachers to get their views about the role of textbooks in classroom settings and a more extensive survey for learners of Turkish to get a picture of their perspectives, reflections, and experiences in the target language. I planned to use this feedback to find out what was most expected from and needed in materials so that I could come up with some idea of learners’ needs and styles and target those aspects in my textbook. Through this needs analysis, [also intended to elicit support for and provide evidence of need for the proposed textbook. Tused the Yamada Language Center’s online quiz. and survey maker website for both surveys. Language Teachers’ Perspectives on Textbooks Participants ‘The participants of this survey were Yamada Language Center, Self Study Language Program and the World Language Academy tutors and instructors. I did this survey as a second phase of my data collection. Due to the short period of time, only ten tutors and instructors were able to participate in the survey: four self study tutors, three world language academy instructors, and another three who had experience in both programs. Instrument and Procedure: ‘The teachers’ survey contained eleven questions: one multiple choice, two ranking and cight short answers. These questions focused on whether or not textbooks are beneficial andTurkish Textbook for Adult Beginners 26 desired content of textbook. Teachers were able to take the survey at http://babel.uoregon.edw/surveys/index.lasso?&Survey_ID=61038 URL web address. (See Appendix A for the survey questions). Result and Discussion: Self Study and the World Language Academy are two different language programs at the Yamada Language Center. They differ in terms of the amount of the language given, organization, curriculum, class size, and students” goals and objectives. In spite of the differences, I wanted to hear the instructors and tutors’ perceptions and opinions to find some commonalities regarding textbooks Self study tutors indicated that they did not use a regular textbook in their classrooms; however, all of them said that it would be good to adapt one for the class, as it would save them time preparing materials, provide reference, and provide guidelines for teaching. They all preferred textbooks with English explanations and instructions for their beginner class, Three tutors’ out of four pointed out that language focus, function and culture and then organization and design were the most important aspects of a textbook. One tutor did not answer this question. However, tutors provided different answers when ranking what a textbook should contain. One of them said there should be lots of exercises and drills; another put “learner and teacher friendly” in the first place. Tutors also pointed out different aspects in terms of the merits ofa textbook, including different drills and activities, ease of use, structure, practice, and ability to teach oneself. The instructors at World Language Academy provided different perspectives as well. All of them were a using a textbook in their classrooms, and they thought that it was necessary, as the textbook provided organization, theme, topic, direction added to their professionalism, andTurkish Textbook for Adult Beginners 27 confidence, and reduced teacher’s time to prepare class materials. As to the most important aspect in a textbook, almost all instructors indicated language focus, function, and culture first. Only one of the instructors pointed out that he did not like ranking those aspects as it did not matter in his field, However he emphasized that the most important thing that a textbook had to do was focus on the language and provide different elements of the language for students. All the instructors at the World Language Academy agreed on the textbook having English explanations. Considering the merits of a textbook, each instructor came up with a different opinion, including authentic language and cultural information, a reference to prepare for exams, coherent and structured information about the target language and culture, sequencing and clarity in grammar, and consistency across the curriculum. To conclude, teachers came up with different sets of responses in this survey depending on their teaching environment, experience, and target group. Although their responses were quite different from one another, some answers reflected a common viewpoint. They all stated that they needed a textbook which was written in English, and which provided support and practical aspects both for students and teachers Tomlinson et al. (2001) point out that all teachers have different expectations, beliefs, choices, and evaluation criteria on textbooks. As textbook review is usually based on subjective evaluation procedures, itis very natural to come up with different requisites. However, the important issue is to have some commonalities for a good textbook in which leamers are provided a natural direction in the language learning process. In view of this, both Self Study and the World Language Academy tutors and instructors shared their perspectives on why they needed a textbook and what a good textbook should contain.Turkish Textbook for Adult Beginners 28 Learners’ Perspectives on Learning Turkish Participants: There were ninety participants in the survey: fifty females and forty males. The informants’ nationalities were unknown; however through interpretation of the answers, it seems that they were currently positioned demographically in different places. An analysis of the answers to the first question indicated that all the respondents speak English; however they differ in their second/ foreign languages. Fifty-five out of ninety participants were multi-lingual people who speak more than two languages and thirty-five people indicated that they speak only English and Turkish. In terms of the period of time that they have studied/been studying the target language; six informants indicated less than a month, eleven said between three - six months, nineteen said between six-twelve months, fourteen people stated more than a year, and forty participants answered more than two years. Twenty-eight people listed their language proficiency as beginner, thirty-two s intermediate, twelve indicated ypper-intermediate and eighteen people indicated advanced. The participants had a wide variety of purposes for studying Turkish. For that question I provided the choices of “heritage, exchange program, marriage, vacation, business, and other”. Business, vacation, marriage were three most common answers. However, most participants gave multiple answers and provided brief individual purposes for learning the target language: Living in Turkey, developing relationships with Turkish people, dealing with daily life requirements, friendship and communication, understanding the culture, Christian work, Turkish/ Ottoman influence in homeland, interest in Turkey, the language itself, curiosity about Turkish music and‘Turkish Textbook for Adult Beginners 29 culture overall, academic purposes, fun, and keeping the brain active were just a few points that informants indicated as their interests and purposes for studying the Turkish language. Instrument and Procedure: As stated earlier, an online survey was administered to the learners of Turkish, The URL web address established to take the survey was: utp://babel.woregon.edwsurveys/index. lasso? &Survey_ID=1233 and responding to it was on a volunteer basis. First, I passed around the web address to my students and the people I know who have been learning Turkish. Then, a friend of mine posted the survey link on her Twitter page so that anyone learning Turkish and interested in participating in this survey was able to take it. This provided a larger pool of respondents but less control. Although it was a short survey, the purpose, content and format of the questions varied. ‘Thorough respondents’ answers, I was able to conceptualize the areas and domains that I needed to mote or less focus on. It also provided support to me as a textbook writer. The first four questions were aimed at getting brief information about the informants’ a) language backgrounds, such as whether they speak any other languages besides their mother tongue and Turkish; b) how long they have studied / been studying the target language; c) what specific purposes learners have for studying Turkish; and d) their current language proficiency level. Questions five, six and seven were asked to get detailed information about leamers’ needs, interests, expectations, perspectives, and challenges when studying the target language and to collect more empirical data for the proposed textbook. Question number five was about the kinds of materials that helped the leamers most. Questions six and seven asked for the most challenging and the easiest language and cultural aspects for the learners of Turkish, The last question was an optional, open-ended one, the purpose of which was to get more individualTurkish Textbook for Adult Beginners 30 feedback about the learners’ experiences in the target language. The first and last questions asked for short answers, questions number two and four were multiple-choice with one requested answer, and three, five, six and seven were again multiple choice but with multiple answers possible. Apart from questions one and two, the informants were encouraged to add comments for each question. (See Appendix B for the survey questions) ‘The online survey was administered on 04/09/2009. The average time to complete the quiz among participants was five minutes. Result: ‘The survey results were helpful in providing empirical data about the needs, expectations, and opinions of Turkish leamers. In order to collect information about the needs of leamers, I focused on the answers to questions five, six and seven, as they provided the most valuable information related to the objectives of this survey. On question number five, the participants listed the kinds of materials that helped them most in leaning Turkish and questions six and seven provided information about what the learners found to be both easy and challenging features in trying to learn the target language. In response to question five, (What kind of materials helped you most in learning Turkish?) 41.1% respondents, said “textbooks written with English explanations/ instructions” helped them most. Sixteen point seven percent (16,7%) of respondents just answered that “materials prepared by the teacher both in English and Turkish” were useful and 15.6% indicated both choices. Twenty four out of ninety informants answered this question either by listing the internet or something else, such as being in Turkey, a grammar book, a friend who speaks Turkish, Rosetta Stone pictures and words, a Turkish tutor, or television.‘Turkish Textbook for Adult Beginners 31 Table 1: Turkish? (%) ane Percentage % 26.6% ‘Textbooks with Materials prepared Both Textbook and Internet Other English both in English& Materials Q5: What kind of materials helped you most in learning | explanations Turkish | For question number six, (What aspects of Turkish language and culture have been most, challenging for you?) the learners shared their opinions about challenging aspects of the target language. The participants were able to choose more than one answer; therefore the difficulty was measured by looking at the number of features that participants used. Fifty-five point six (55.6%) respondents said idiomatic expressions, 41.1% said grammar, 36.7% said colloquial expressions, 28.9% listed on vocabulary and 24% pronunciation. The data shows that idiomatic expressions are the most challenging aspect for the majority of the learners.Turkish Textbook for Adult Beginners 32 Table 2: What are the most challenging aspects in the TL 1 Percentage (%) 55.6% Idiomatic «Grammar ~—Colloquial ~—=—Vocabulary Pronunciation Other Expressions Expressions Question number seven (What aspects of Turkish language and culture have been the ‘easiest for you?) required the participants’ personal opinions and experiences regarding the easiest aspects of the Turkish language. They were again able to choose more than one aspect; therefore the data was based on the number of features they used. In this respect, 50% of the respondents answered pronunciation, 46.7% of them said vocabulary, 33.3% said grammar, 12.2% respondents said colloquial expressions and 10% came up with the idiomatic expressions. So, pronunciation and then vocabulary are considered the less demanding features of the language by these respondents, at least relatively.Turkish Textbook for Adult Beginners 33 ‘Table 3: What are the easiest aspects in the TL? Percentage (%) 50% 46.7% 33.3% 12.2% i | on Pronuncation Vocabulary Grammar Colloquia ~—_Iaiomattc other Expressions Expressions (A selection of some responses to questions was included also in Appendix C). Discussion: ‘The survey results were helpful in raising my awareness about the expectations of ‘Turkish learners. I gained perspectives to help me create a more “teachable” textbook and one that enhances “/earnability”. As can be seen in response to question five, “What kind of materials helped you most in Tearning Turkish?” learners prefer textbooks written with English explanations and instructions. ‘They also demand materials prepared by the teacher in both English and Turkish. To meet with the needs of leamers, my textbook establishes a balance of English and Turkish languages. In order to reduce the challenge of grammar and improve the use of language, I present simple grammar explanations with frequent production opportunities based partially on communicative techniques. Regarding the aspects in questions six and seven, the proposed textbook presents theTurkish Textbook for Adult Beginners 34 four language skills and provides systematic scaffolding in the use of grammar and vocabulary. Through its focus on cultural aspects, the textbook also attempts to develop better understanding of colloquial and idiomatic expressions‘Turkish Textbook for Adult Beginners 35 CHAPTER 5 — DESCRIPTION OF THE TEXTBOOK This textbook is designed to teach Turkish through communicative competencies for general purposes. The proposed textbook is for adults and young adults. It teaches the domains and notions of the target language in a comprehensive and multidimensional manner, considering pedagogical variables, such as participants’ level, age range, learning styles, needs, goals and expectations. Results of the leamers’ survey conducted as part of the needs analysis indicated that leamers have three main preferences for their textbooks. First, leamers need textbooks and. ‘materials written with English explanations and instructions in order to get meaningful and purposeful input. Second, they need instructional and situational practice to gain competence in grammar, vocabulary, and culture. Finally they want to gain fluency in the four skills to use the language naturally in daily life situations, During the process of conceptualizing the content, along with my decisions as a teacher and textbook writer, I included leamers’ remarks and designed the textbook to a) address this set of needs for beginners in the Turkish language, b) provide hands-on exposure and facilitation for formal and informal language acquisition, and c) provide language practice to stimulate and convert the knowledge and skills into real world situational use. In order to b a theoretical application and achieve a systematic and practical tool, I adapted Graves’s five overlapping steps to organize the textbook: 1) “determine the organizing principle, 2) identify the course chapters based on the organizing principle, 3) sequence the chapters, 4) determine chapter content, 5) organize chapter content” (2000, p.125).‘Turkish Textbook for Adult Beginners 36 Organizing Principle The essential principle of this textbook is based on the idea of language for use. Thus, the organizing principle reflects a multi-skill syllabus and goal of communicative competence that utilizes all aspects of the language, H.D. Brown (2007) indicates the importance of training students to perform the language in an unrehearsed way and help them to “reach their fullest potential”. He emphasizes that Communicative Language Teaching (CLT) addresses this, as it focuses on all the components of language including “grammatical, discourse, functional, sociolinguistic, and strategic” (pp. 45-46). Savingon (2007) also explains that “a holistic, interactive, and learner-oriented language use and learning” should be implemented in classrooms through the practice of CLT (p. 218). In order to utilize the essences of communicative features, the textbook focuses on two materi goals. The first one is to establish organic, interactive, innovative, and mostly authenti with the support of multimedia. The second one is to provide meaningful and appealing topics, implementing them through both deductive and inductive learning approaches and activities. As stated earlier, the textbook includes the four basic skills: reading, writing, speaking and listening, plus grammar points and vocabulary building strategies and activities in each chapter. The content was prepared using the recommendations of the “Language Learning Framework for Turkish” (1996). Itis the guideline prepared for academic settings in the United States to provide standardization for Turkish language curriculum. Ina regular language program, this textbook can be suitable for studying Turkish for five hours of classroom instruction per week. In this situation; it will take three to four months of teaching to cover the textbook. Whereas, the textbook is also suitable for a self study languageTurkish Textbook for Adult Beginners 37 program. In this setting considering two hours of teaching per week, the textbook corresponds to one academic year of study. Audience As stated before, this textbook is designed specifically for English speaking adults or young adults who are novice or true beginners and wish to leam communication skills in Turkish, After finishing this textbook, leamers are expected to have attained a low intermediate level. This means that based on proficiency descriptions stated in “Provisional Proficiency Guidelines for Turkish”, (1993) and “Language Learning Framework for Turkish”, (1996) by AATT, elementary level learners will be able to comprehend the prineiples of grammar features, participate in limited social conversation, and meet their needs at the basic level. Textbook Organization The completed textbook will consist of sixteen chapters along with an introduction, Besides a student book, it will have two audio CDs and one short thematic video DVD. In order to decrease the cost of the material and provide practicality, a short workbook section and a section with suggested spoken activities will be included at the end of the textbook. ‘The textbook establishes rea! life and up-to date topics and language. In order to foster comprehension and performance in the target language, both the sections and the activities used within the sections build on one another. The content is sequenced. Skill and language based activities are graded through controlled to less controlled, simple to complex. Grammar, vocabulary, and language functions are recycled through pictures, activities, exercises, and integration of four skills. Different types of language tasks are included to provide variety and promote the natural use of language to stimulate leamers’ interest and motivation.Turkish Textbook for Adult Beginners 38 Each chapter includes more than one of the following sections: !) spotlight, 2) checking information, 3) word focus, 4) language focus, 5) language fianction, 6) conversation, 7) listening, 8) reading, 9) writing, and 10) real life & culture parts. Depending on a chapter’s focus and intensity, some sections can be used more than once, using a different topic but still in relation to the general idea presented in the chapter. Textbook Description Bach chapter concentrates on a specific topic that interweaves structures with situations, notions, social, and cultural functions. The section subtitles presented in the textbook are fixed; however depending on topics, goals, and objectives, they may be used in different order in each chapter. The chapters are composed of between twelve to eighteen pages. Review sections are incorporated after every three chapters. 1. Spotlight ‘he purpose of this section is to provide readiness for learners, raise their awareness regarding the topic and let them talk, think, guess, and make predictions and connections. 2. Checking Information: This aim of this section is to build different learning strategies. Learners engage with the target language through an activity or task and develop a different strategy considering the skills of speaking, reading, and listening. 3. Word Focus: This section presents different strategies and activities to build and improve learners’ vocabulary in relation to the focus of the chapter. There are unique idioma ic and cultural expressions in the target language; this section plays a significant role in introducing them to the learners. 4, Language Focus: Structurally, Turkish is very different from English, That's why the language cannot be taught effectively if structure is neglected. Some grammar items areTurkish Textbook for Adult Beginners 39 presented implicitly through the readings or other sections in the textbook just to provide some input to the students; however, brief and clear grammar explanations of structures related to the chapter’s main idea are provided in the green charts in each chapter. In order to provide practice for the grammar points, drills and exercises follow the explanations. The grammar is graded and recycled throughout the textbook. The workbook at the end of the textbook also provides learners with some self study pra Language Function: Leamers are invited to interact and practice the language. Through this section, they are able to see how the use of language alters in different situations, settings and with different participants. This section is also important implementing the philosophy that lies beneath the objectives of this course, to enhance the meaningful and natural communication. Conversation: This section integrates the language structure, function, focus, and vocabulary. It facilitates oral practice and tries to convey information about the nature of the language, including tone, intonation, speech acts, vocabulary, cultural and useful expressions, and so forth. . Listening: Listening activities provide leamers an opportunity to hear the language spoken by both native and non native speakers and to improve their listening skills. Different listening strategies (including listening for verbal and nonverbal cues, main or supporting ideas, listening for specific details, predicting, making inferences, summarizing) and practice are implemented in the textbook. This partis not introduced as a section by itself but incorporated as a back-up skill in other sections.Turkish Textbook for Adult Beginners 40 8. Reading: Reading passages provide leamers additional input and support for the structure, vocabulary, and language functions pointed out in each chapter. The reading texts used in this textbook vary according to their aim, While some are created to emphasize the main points in the chapter, some remain authentic to extend learner knowledge. Texts in English are also provided in some chapters just to give some additional information about the cultural and social aspects of Turkey, 9. Writing: The aim of this section is to improve learners’ writing skills in the target language through different writing tools. Some writing sections are supported with listening, speaking, or reading activities. 10. Real Life and Culture: Like all languages, Turkish reflects culture. In order to develop better understanding, as well as use the language more naturally, learners need some cultural information, This section revolves around the themes, topies, and functions that are presented in each chapter, Sequencing As stated above, the complete textbook will include sixteen chapters designed in a ‘meaningful sequence. The set of language aspects including topics, functions, grammar structures, and vocabulary selections are graded according to the suggestions in the Turkish Language Framework. It is developed from the simple to the more complex aspects. The textbook provides linguistic progression and enables learners to move from their beginner proficiency level to the low intermediate level. Scaffolding and recycling apply both within the chapters and between the chapters. For example, the first chapter, which is based on greetings, requires personal information is followed with topic of countries, locations, and more extended personal information in Chapter Two. TheTurkish Textbook for Adult Beginners 41 pictures and language functions in Chapter One are also recycled in Chapter Two. The names of the locations, vocabulary, and structure are repeated in chapter five. In Chapter Three talking about daily schedules and the time are repeated and cycled through the core of the different skills. There is also a natural chronology in regard to the development of language skills. For example in Chapter One, the writing skill is implemented by writing just one word or phrase regarding personal information; however, in Chapter Two, leamers write sentences about the people in the pictures in Part A. They choose one of them and come up with more extended. writing in Part B. Considering the principles of deductive and inductive language teaching (top down and bottom up concept), the textbook also applies the “whole to part or part to whole” (Richards, 2001, p. 151). For example, in Chapter Three, section 1, word focus part B, learners listen to some clues and come up with one word; however, in the same chapter, section 11, writing, they need to write a coherent text in using the given time. Conelusion The very heart of language is communication. This textbook, as instructional material, facilitates communication skills in the Turkish language and allows adult speakers of English to maximize their learning process through multidimensional skills and activities. Tomlinson (1998) points out that “impact is achieved when materials have a noticeable effect on leamers, that is when the learners’ curiosity, interest and attention are attracted” (p. 7). The proposed textbook attempts to apply Tomlinson’s points, encourage learners’ active involvement, and enable them to acquire the language effectively, meaningfully, and naturally.Turkish Textbook for Adult Beginners 42 Table Of The Contents Of The Textbook: Introduction Author's Acknowledgements Preface (To the teacher and student) Plan of the textbook Chapter 0: Introduction Chapter 1: Hosgeldiniz~ Welcome! * Nice to meet you! Chapter 2: Nerelisin?- Where from? + Insanlar ve yerler - People and places ; Around the world/town Chapter3: Bugiiniim ve Hergiiniim - Today and Everyday + Evim, isim ve haftasonum- My home, work and weekend. Review 1-3 Chapter 4: Seviyor-Sevmiyor- Likes/Dislikes * Ne yapsak? Ah, su yagmurlu giinler- What shall we do?- Ah, these rainy days. Chapter 5: Markete gidelim!- Let’s go to the market. + Dolap bos! Evde yiyecek yok!- The fridge is empty. There isn’t any food at home! Chapter 6: Restoranda Bulasalim- Let’s meet at the restaurant. + Ne yesek?- What shall we eat? Review 4-6 Chapter 7: Bu aksam Misafir Var.~ We have guests tonight. + Havadan sudan. - Of this and that Chapter 8: Haydi Ahsverise — Let’s go shopping * Kahve Molasi Coffee break at a Cafe Chapter 9: Evim giizel evim, - Home sweet home.Turkish Textbook for Adult Beginners 43 + Ailem.- My Family Review 7-9 Chapter 10: Nasil biti?- What is s/he like? + Cok tath- Very sweet. Chapter 11: Spor yapalim, sagikl olalim.- Let’s work out, let’s stay healthy. * Bu havada ne yapilir:?- What to do in this weather? (Chapter 12: Hastayim hasta.- I am sick, sick. * Bir problem var.- There is a problem Review 10-12 Chapter13: Gezelim, gérelim, tamyahm.- Let’s take a trip, see and discover. + Tatildeyiz - We are on vacation, Chapter 14: Eglence- Entertainment + Muhtesem! - Spectacular! Chapter 15: Onemli Giinler- Special days/ Occasions + Evlilik Marriage Chapter 16: Eski giinler!- Oldies + Haurhyor musun?- Do you remember? 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YysPyIM aauanbag pur odoag MOOMLXAL GASOdOUd -9 WALAVHD(step Yo WUTOgIaMog) Joxrwuaas Joxtaag :dyjo oopt “soupnos ynoge puotay Boy rewa ue SunEM, egsoney Bas JeyAL :S9}0U s,SuUBK ‘Suypud [eaosIog “eYs| ~ speMq 219" youns syounyo youd ‘yousas 'sqiaA Jo voHean{uo> sy0fgo ‘suuyoput pue aug, ouanbayy Jo sqroape pute squda Aitanoy sio"spods “oisnut ‘somanse yemiqey uoseas/roqieaM rnoge SuPyreL, “suoqurdo Surars “soysip pue sayy] mnoge BuryreL, (sep Aurea asamp ‘yy ) “rejeary njmme< nq yy (op ox [reus Feu) aresdekan 6 (soytstq/soxtT ) - 1 MGTARA -suorurdo Suyssadxg (puayoam “ainpayos pure 50% ‘ouoy spy) Auep Jo uonduosag | -sysaiaqur ‘sontanoe ‘uIUOse yey ‘Buiquosap oa wIsE UA ‘ounnor pu inoge Avgep youosiad Suniagy | ose9 e/a aanvp ou sep ayn jo sauny | Burjsy-sojnpoyos sounnoy seq Sppep anoge Buryrey, | - (KepArang pur kepoy) stuswares “uonesioauo: tununBuopy 96. ununingy ‘un 2, wefan | snonuquoz quasaig | poprosos wou sonar sun Bunjar rg aaydeq) =sediooy unin | fodop y,, Supeay | _pue uasoig ofdunrg | s,ojdoad Grammar: Alphabet, Personal Pronouns > Vocabulary: Classroom Objects, Numbers > Real Life: Saying "hello" & "Goodbye" SPOTLIGHT- The Turkish Alphabet A.. General Knowledge Quiz about Turkish Alphabet. Answer the following questions about the Turkish alphabet. 1. How many letters are there in Turkish Alphabet? a)27 b)29 ¢)31 2. Which is one of the letters in the alphabet? aw bA ot 3. When was the alphabet revolution? a) 1923 b) 1932 ©) 1928 4) How many vowels are there? as b)8 6Turkish Textbook for Adult Beginners 52 B. Listen to the alphabet. Check the pronunciation. ABCCDEFGG abecdefgg HILTKLMNOO hiijklmnod PRSSUUVYZ prssuivyz vowels a1: back vowels 18: front vowels Optional: Turkish Alphabet http://www.muziklialfabe.com/default htmlTurkish Textbook for Adult Beginners 53 C. Listen to the children’s alphabet song and answer the following questions. Do you know any alphabet songs by heart? With which letter does the singer start the song? What is the name of an animal which starts with “b”? What does “Geldik Sarkanin Sonuna” mean? URL : http://vwwyoutube.com/watch?v=4EJRZSng8hA D. Bob is a bit confused by the alphabet. Help him to complete the missing letters in the chart.‘Turkish Textbook for Adult Beginners 54 Boro FOCUS- Classroom Objects A. Look at the pictures from different language classrooms and check the one from Turkish class. B. in Turkish write 8 things you see in the classroom?Turkish Textbook for Adult Beginners 55 C. Match the pictures with the objects. Write the words below the pictures. a) gretmen 4) Ofrenci g) saat b) sandalye e) masa 1) ganta ©) kitap 1) tahta i) defter 3) san 5) 8) SyTurkish Textbook for Adult Beginners 56 D. Listen to your teacher and write down the names of the classroom objects youTurkish Textbook for Adult Beginners 57 BB CHECKING INFORMATION — Numbers A. Listen to your teacher saying the numbers from 1-20 and repeat afterwards. 1 u 2 12 3 13 4 4 5 15 6 16 a 17 8 18 9 19 10 20 A. Work in pairs. Find the missing numbers from 1-20 by counting them out. Write them down. f ong e) ondokuz onyedi onsekiz vyirmi‘Turkish Textbook for Adult Beginners 58 numbers and students circle the numbers they hear. C. Write the numbers. D. Write the numbers in letters. 12:.. E.. Write what these objects are. Do you see any in your classroom? If so, how many? Write them in Turkish? ie dl‘Turkish Textbook for Adult Beginners 59 LISTENING — Songs 1. What kind of musie do you like listening to? 2. Do you know any Turkish singers? If yes, who? A. Watch the video clip without sound and guess what the song is about.‘Turkish Textbook for Adult Beginners 60 B. Listen to the song “ Biitiin Kizlar Toplandik” by Nil Karaibrahimgil and write the numbers you hear in the lyries below. http://www.youtube.com/watch?v=QIXIERi7-wL Biitiin Kizlar Toplandik Yo kizlar bunu haketmiyoruz Yo kizlar bunu kabul etmeyelim Butiin kizlar toplandik toplandik toplandik Sorduk neden yiprandik yiprandik yiprandik Biz onlardan hoslandik hoslandik hoslandik Simdi niye zorlandik zorlandik zorlandik o kadar basitti ki denklemleri o kadar giicsiizdii ki eklemleri kontrol etmek bebek isi... C. Listen to TRT ~ Children’s Chorus “Say Bak” and repeat the numbers. 1) http://www-youtube.com/watch?v=l0935QSmKKYTurkish Textbook for Adult Beginners 61 @ CHECKING INFORMATION. Saying hello and goodbye. A. Match the expressions with the correct pictures. iyi ginler. Tesekkiir ederim. Sen nasilsin? ) Hoscakal Gériismek iizere. Nasilsin? Gile gile | Kendine iyi bal Merhaba 1) 1) 2) 2) 3) 3) 4) 4) B. Order the expressions below to make a conversation.Turkish Textbook for Adult Beginners 62 C. Write the following conversation to the space below. Arzu: Esra:. @ LANGUAGE FOCUS- Personal Pronoun f th Ben-I Sen-You O- He/She/ItTurkish Textbook for Adult Beginners 63 A. Write down the Turkish pronouns. Start with “I.”‘Turkish Textbook for Adult Beginners 64 Pictures of the day! Do you know what each of these is called? Answers: Képek,cocuk,agag, kitap, evTurkish Textbook for Adult Beginners 65 CHAPTER te MOsezLoMnlz Grammar: Basic interrogative expressions, vowel harmony, sen/siz Vocabulary: Greetings Function: Greeting someone and giving personal information Reading : Personal Information Cultural note: Greeting customs vyvvy SPOTLIGHT A. Which greetings are common in your country? ‘What do you think the greeting is based on in Turkey? You can choose more than one. a, abow b.ahandshake c. kiss on both cheeks d, hug both sides e. a pat on the back B. Cultural Note. Listen to Jessica talks about greeting customs in Turkey and check which greetings are typical. acl sikismak b. Spiismek c. basla selamlamak d. el Spmek e. sarilmak Glossary: hhand shake : el sikismak tokiss: dptsmek to bow: basla efilerek selamlamak to kiss hand: el Spmek to hug: sariimakTurkish Textbook for Adult Beginners 66 CHECKING INFORMATION A. Look at the photos 1-6. You will hear three people who are saying their names and where they are from. Write the name of the speaker below.Turkish Textbook for Adult Beginners 67 B. Listen to Marko and answer the following questions about him. 1) Nereli? - Where is he from? 2) Kag yasinda? - How old is he? 3) Ne is yapyor? — What does he do? EY) LANGUAGE FOCUS- Personal Endings Personal Endings | In Turkish, two basic kinds of personal endings are used in conjugating verbs: 4. Pronount Personal Ending Ben 1 -y)im Sen > you sin O > helsherit Bz > we “Wiz sz > you = siniz Onlar > they ler E.g: Bgnim adim Bene. (My name is Bene) 2. NOUN/AJECTIVE (ending) + Personal Ending N/Adj + (yy. sIN Wiz siniz larfler Eg: Amerikal'yim.— | am American Odrenciyim — 1am a student.‘Turkish Textbook for Adult Beginners 68 EXERCISES ‘A. Match the questions in column A with the responses in column B. Listen and check. ‘Then practice with a partner. A B 1. Adin ne? a, Amerikalt’yim, 2. Nerelisin? b. Ogrenciyim. 3. Ne is yapryorsun? .. c. Hay, evli degilim. Bekarm. 4. Kag yasindasin? d. Sean. 5. Evli misin? e. Evet, bir kardesim var. 6. Kardesin var m1? £ 21 yasindayim, B Please ask the questions for the following answers. 1). a Benim adim Bene. 2)... Porte 3)... Ogretmenim. Aooccesssee Bekanm, 3)... 50 yasindayim. }WORD FOCUS A. Common Greeting Expressions Methaba: Hello yi aksamlar: Good evening Selam/ Selamlar : Hi fyi geceler: Good night Gunaydin: Good morning Hos geldiniz.: Welcome tyi giinler: Good day Hog bulduk: It is good to be here. (In response to hos geldiniz.) geldiniz.)‘Turkish Textbook for Adult Beginners 69 «Pair Work. Work in pairs and practice the conversation. Merhaba. Benim dM noun Senin Group Work. Walk around the classroom and inteview your classmates using the greeting expressions. C. Names and Titles, Formal: Use name and “Bey” (for men) or “ Hamm” (for women) to address someone formally. “Siz” also represent polite “You.” Eg : John Bey ‘Nisa Hamm Informal : Use first name without a title to address someone informally. Sometimes family terms can accompany to the first name although there is no family relationship. Eg: Bang SerenTurkish Textbook for Adult Beginners 70 CONVERSATION - Merhaba ! A. Listen to the conversation and choose one of the following phrases to complete the dialog Ben de iyiyim sag ol. Hoseakal, Goksu Ben de Turk’im “Mtertatba; Bomt-Nastsm? Ben de memnun oldum Bomi: Methaba, Goksu. Goksu: (1)...Merhaba, Bomi. Nasilsin?...... Bomi: lyiyim, tegekkiirler. Sen nasilsin? Goksu. 2). Bomi: Géksu bu Marko, Marko benim is arkadagim. ‘Géksu: Methaba Marko. Memnun oldum. Marko: (3) . Goksu: Nerelisin Marko? Marko: Ben Tanzanya’liyim. Sen nerelisin? Goksu: (4) Marko: Ah, gok givzel. Goksu: Ders vaktim geldi. Hadi goriismek uzere. Tekrar memnun oldum. Bomi: Gériistiriiz ,Géksu. Marko: (5) .. Is this conversation formal or informal? Why do you think so?Turkish Textbook for Adult Beginners 71 [SJrancuace FOCUS — Sen/Siz Distinction between SEN/SIZ | "Sent is used to address people whom you are familiar with you. Eg: Among family members, friends. “Siz"*is used to address more than one person ( plural of "sen) or to address people in polite formal settings EXERCISE A. Decide what to use with the following Participants, Sen or Siz! 1. Talking to a professor. 2. Talking to your roommate. 3. Addressing a stranger in the street. 4. When speaking with a waiter/waitress atthe restaurant 5. Talking to a bank teller. 6. When speaking with your director. ie 8. 9. 1 ”. Speaking with you older brother on the phone. While talking with a doctor. Speaking with you grandmother. (0. When speaking with a classmate you just met. . [Z)conversarion - lyi Ganler! A. Listen the conversation between two ladies and answer the following questions 1) Is this a formal and informal conversation? Why/Why not? 2) Can you guess the relationship between these two people? 3) Describe the setting?Turkish Textbook for Adult Beginners 72 Sevil Hamm: lyi gitnler, Nil Hani, Nasilsimz? Nil Hanum: lyi giinler,Sevil Hanim .Cok tesekkiir ederim, we siz nasilsinz? Sevil Han: Tesekkiiler. Ben de iyiyim. Aileniz nasil? Nil Han: lyiler,esim isle,gocuklar okulla ugrastyor. Sizin eginiz ve ocuklarmz nasillar? Sevil Hamm: Onlar da iyi. Sag olun. Ailenize cok selamlat. Nil Hamm: Basiistiine. {yi giinler dilerim. Sevil Hamm: Size de iyi giinler. Hoggakalin. © Highlight all the words in this conversation that show its level of formality. erence FOCUS VOWEL HARMONY ‘Turkish language is based on vowel harmony. The eight vowels in Turkish are divided into two classes: back and front. 1,0, u: back vowels €, i, 6, d: front vowels If the first syllable of the word has a back vowel, the subsequent syllables and suffixes need to be back ones. Ifthe first syllable is front vowel, the following vowels in word should be front vowels. Suffixes adding to the root word are subject to the vowel harmony. E.g:oda-lar-® room ( oda)- rooms ( odalar) ev- ler —> house ( ev)- houses ( evler) Tanzanya-t _—_—$— —$—Turkish Textbook for Adult Beginners 73 READING - LET’S MEET! A. Read the information about the person in the picture and complete the personal data card below. Merhaba. Benim adim Goksu. Oniversite dgrencisiyim. 24 yasindaym. Gezmeyi ve kitap ‘okumayl cok seviyorum. Istanbul'da ailemle birlikte yasiyorum. Sores hee ies tears (a) WRITING & SPEAKING A.Task. Complete the following information in the box and write a short paragraph like the example above. Soyad: Yas: Meslek: Hobiler:Turkish Textbook for Adult Beginners 74 B. Pair work.Ask your friend the following questions and use the information to write a short paragraph about that friend. 1) Adin ne? - What is your name? 2) Meslegin ne?- What do you do? 3) Kag yagindasin?- How old are you? 4) Hobilerin ne ? - What are your hobbies? Onun adi ..‘Turkish Textbook for Adult Beginners 75 Pictures of the day! Do you know what each of these is called? ( @& » £& & doktor, gigek, sit ,cep telefonu arabaTurkish Textbook for Adult Beginners 76 GAPIER & Nanashe Grammar: Suffix —de/da, locatives ( Nerede?) ~den/dan ablatives ( Nereden?) Vocabulary: Country names, names of the places. Function: Talking about countries Reading : Personal Information Real Life: A city in Turkey vyvy SPOTLIGHT - Where are we from? ® A. Work with a partner. Match the flags with the countries in the box. Write the name of the country under each flag. Fransa c.Gtiney Kore e. Tunus. sg. Italya 1, Almanya Amerika d. Brezilya f.Tanzanya bh. Tirkiye i, ingiltere oPTurkish Textbook for Adult Beginners 77 LANGUAGE FUNCTION A. Look at the picture and listen to 4 people giving information about where they are from, what languages they are speaking and where they are living. Complete the chart using the information you hear. Pscal.ben de Natalie. ‘SelamBenim eee ‘dim Liz. Ben —— ‘yi Gunter. Ben Ingham Gata, Tasca. IsiM (Name) ULKE (County) DIL (Language) SEHIR (City)Turkish Textbook for Adult Beginners 78 B. Look at the picture above and complete the sentences. Methaba. Ben Goksu. Ben. ‘Merhaba. Benim adim Liz, Ben de.Turkish Textbook for Adult Beginners 79 ;CONVERSATION - Nerelisin? ( Where are you from?) A. Listen to the conversation between two people and put the following words in the correct place b a Nerelisin? Pascal: Methaba Liz: Methaba Pascal: Benim adsm Pascal. 1).. Liz: Benim adm da Liz. Pascal: Memnun oldum. Liz: Ben de memnun oldum. 2) Pascal? Pascal: 3) um Sen nerelisin? Liz: Bende 4).. VS B. Pair work. Work with your partner and rewrite the following conversation by personalizing it,‘Turkish Textbook for Adult Beginners 80 EY) LANGUAGE FOCUS- Locative Suffix + TheTocative suffix -de/da, te/ta (depending on vowel harmony and whether or not the word ending is voiceless consonant) refers to location at a point. ,4,0,u: da ©, i, 6,i1: de £5, tk, ¢, 5, h, p: -ta/te + It stands for “in, on, at” prepositions in English. It also answers the question word: Nerede ? — Where? E.g: Cocuklar nerede?- Where are the children? Okulda- At school. ‘+ This suffix can also be used with words when signifying a certain quality. A. Write the correct locative ending to the following words. The first one is done for you. 1) siz:...sizde. 2) Gokhan: 3) biz: 4) onlar: B. Answer the questions as in the example. 1) Ali nerede? (okul) ++(Ali ) okulda. 2) Vazo nerede? (masa) 3) Kitaplar nerede? (ganta) 4) Cep telefonu nerede? ( cep) 5) Daniel ve Kelly nerede? ( ders)‘Turkish Textbook for Adult Beginners 81 (4) speaKine A. Group work. Walk around the classroom, ask and answer questions. = Amerikalr’yim, Sen nerelisin? Nerelisin? — Where are you from? Amerikalr’yum, Sen nerel 1am American, Where are you from? A: Ben Koreli'yim.- I am Korean. B. Pair work. Work with your partner and match the expressions with the correct response. 1 fyi giinler a. Evet, 6grenciyim. 2. Nasilsiz? b. Methaba 3.Memnun oldum. ¢. Amerika’ hy, 4, Adin ne? 4. iyiyim, sen nasilsin? 5. Ogrenci misin? ........_e. Ben de memnun oldum. 6. Nerelisin? £. Rick‘Turkish Textbook for Adult Beginners 82 C.. Put the expressions above into a correct order and practice a conversation with your partner. Pr Pr Pe PR op PPD Dw [5) Lancuace Focus + The ablative suffix -den/dan, ten/tan ( depending on vowel harmony and whether or not the word ending is voiceless consonant) denotes the point of origin or departure. 1,0, 0: dan 61,8, 0:den £,5,t,k,¢,§,h, p:-tan/ten + It canbe used in the place of “from, out, of through, than ” prepositions in English. Italso answers the question word: Nereden ?— From where? E.g: Cocuklar nereden geliyor?- Where are the children coming from? A. Write the correct locative ending to the following words like the one in the example. 6) ders: 7) istanbul:Turkish Textbook for Adult Beginners 83 3) sahil 8) alisveris: 4) onlar : 9) restor 5) campiis: 10) araba: . () WORD FOCUS- what can you buy from these places? A. Where can you buy the things in the box? Write the correct words by the circles below. Add one more object to each circle.‘Turkish Textbook for Adult Beginners 84 LISTENING — Where did you go? A. Focus on vocabulary. What did Miri do today? Where did she go? Put a check mark (\) by the places she went. B, Listen to Miri’s conversation with Wendy and find out the six things she bought. Check (1) the items, Clecmek kitap parfiim peynir igek sayTurkish Textbook for Adult Beginners 85 C. Use the information in exercise B and C. Write 5 sentences about what Miri bought, from where? The first one is done for you. Miri kartasiyeden CD aldi. (location+ object) 1 2, 3. 4. 5, 6. READING- From a pen pal! A.. Read the letter just to get the main idea. Merhaba Diane, Mektubunu din aldim. Gok tegekkar ederim. Ben de hemen yazmak istedim. Once kendimie igi biraz bilgi vereyim. Benim adim Nilghn. 22 yasindayim. Universite ‘ogrencisiyim. Istanbul Universitesinde ulusiararas! iligkiler okuyorum, Istanbut'da ailemie birlikte yagiyorum. Annem ‘ogretmen, babam da doktor. Bir ablam, bir de agabeyim var. |Ablam 36 yasinda, evli ve Ankara'da yasiyor. Agabeyim de 30 yyaginda, O bekar ve lzmir'de yagiyor. Ben bos zamanlarimda kitap okumayi, deniz kenarinda yarameyi, gezmeyi ve arkadaslarmia bulugmayt seviyorum. Bazen hep birlkte sinemaya gidiyoruz. Bazen de bir kafede oturuyoruz. Gay icip, sohbet ediyoruz. ‘Uygun oldugunda mektubunu bekliyorum. Kendine iyi bak, Sevgler, Nilgiin‘Turkish Textbook for Adult Beginners 86 Glossary: mektup: letter kitap okumak: to read books bilgi: information yoramek: to walk Uulustararas'ilgkiler: international relations arkadaslarla bulugmak: to meet friends evil: married gay igmek: to drink tea bekar: single sohbet etmek: to chat B. Answer the following questions in Turkish. 1, Who is writing the letter? 2. How old is she? 3. What does she do? 4, Where does she live? 5. What do her mother and father do? 6. How many siblings does she have? 7. What does she like doing in her free time? C. Write 3 things about Nilgin and add one guess about her possible hobbies.Turkish Textbook for Adult Beginners 87 WRITING A. Nereli? - Write where the people in the pictures are from. Chris: ee. Gksu: 2... Bomi: Bene&Simone: ... Mohame Marko:Turkish Textbook for Adult Beginners 88 B. Choose one of the people in the pictures and give more information about him/her. REAL LIFE & CULTURE- A city in Turkey: Istanbul A. Sightseeing in Istanbul. Watch the youtube video and write 3 places that you would be most interested in seeing. http://www.istanbul.gov.tr/default.aspx%pid=345 hitp://www-youtube.com/watch?v=30iiKOhW2he‘Turkish Textbook for Adult Beginners 89 B. A bit about Istanbul. Read the text and match the words below with their English meanings. 1 “Istanbul is the only city embracing two continents: Asia and Europe. ‘The Bosphorus, meandering through the heart of the city, combines the waters of the Black Sea and Marmara Sea. 4 Istanbul, the former capital of three empires- Roman, Byzantine and Ottoman- displays many surviving historical works of art revealing the traces of these empires. 6 Istanbul, while preserving the inheritance of its past looks forward to its, modem future...Istanbul a source of inspiration for photographers, artists, poets...Well, to cut it short, Istanbul is a fascinating city with something for everyone. The museums, churches, palaces, mosques, bazaars, forests, groves and Sights of natural beauty seem never-ending. 11 As you rest on the European shore of the Bosphorus at sunset and look at the golden evening light reflected on the windows of the houses on the Asian shore, or as you stand on the Asian shore and watch the sun setting behind the elegant minarets of old Istanbul, you immediately appreciate, why so many centuries ago, people chose to settle on this extraordinary spot. Indeed there will be times you feel Istanbul is really one of the most glorious cities in the world, 18 — We believe words are not enough to describe the treasures of Istanbul so come along and find out for youself: Source: The text taken from http:/Awww.mymerhaba.com/ itham (line pazar (line insanlar (lin yeep Pictures of the day! Do you know what 7 a kata (line 1) sehir (line 10) : 8) 1): e 16): each of these is called? “* 7 = WM “hie elma, su, giines, anahtar, otobus‘Turkish Textbook for Adult Beginners 90 CHAPTER 3 BUGONOM ve HERETO Grammar: Simple Present Contunious , the dative -e/a case Vocabulary: Daily activities, occupations Function: Talking about daily activities, asking for & telling time Reading : A day in the life of Nilufer- saat kag? Real Life: Tea time vvvvv GQ WORD FOCUS- Meslekler/ Jobs A..Bu insanlar ne ig yapryor? What do these people do? Match the words with the pictures ‘SBrenci ev hanumt polis bg gretmen garson hemsire sarkict -avukat © MY. 43.35 ee‘Turkish Textbook for Adult Beginners 91 is simi tahmin eder misiniz? - Can you guess my job? Use the clues to guess the person’s job. Then listen to check your answer and add one more thing about his job. Yemek yapmasim cok seviyorum. Sabahlart erken ise bashyyorum. Bevaz bir _kavatet givivorum. ~, | Bima bir restorantia calisworum. 2] CHECKING INFORMATION- Daily schedules A. Goksu is a busy university student, Her schedule is always same on Mondays. Read the information in her agenda and fill in the spaces with the correct activities below. The pictures are going to give you clues. tp? __. a smnmoe e * uyan, dus al, kahvalt: yap. Giyin ve evden gik. E i byTurkish Textbook for Adult Beginners 92 ‘Ajanda Pazartesi ‘Sabah: 7:00 8:00 ‘Okula git. 8:30 11:00 Elf Vara, Birlikte ders cals. ‘Olen: 12:00 12330 ‘Matematik dersi 16:00 ‘Katuphane’ye git. ‘Dans dersi- Istanbul Universitesi 20:30 ‘ers calls, 6dev yap. 22:00 Emailler kontrol et, dug al. 1:00 Goksu likes weekend momings very much. Listen to Géksu (her speech) talking about her routines on weekend mornings. Put a check mark for the things her family and she usually do on the weekends‘Turkish Textbook for Adult Beginners 93 LANGUAGE FOCUS - Simple Present Tense — yor suffix ‘© Itis used to talk about: fa. anaction that is done regularly and habitually (used in the place of present simple). b. anaction began in the past and still continuous at the moment of speaking. cc. an action that is going to happen in the near future. ‘© _Itis formed by adding yor suffix to the stem of the verb. It is subject to vowel harmony. > after a consonant: - iyor E.g: gelmek: to come gel —i-yor-um (11am coming) koru-yor-um (I am protecting) verb stem+ tense suffix (-yor) + personal endings ‘© Ifthe stem of the verb ends with ~e /a, the suffix yor changes the preceded vowel due to vowel harmony. It also provides the simplicity in pronunciation > E.g: anlamak: to understand anl-yor-um (Tunderstand) ‘© To form negative add — mimi between verb stem and personal ending, Eg: almak: to buy al-mryor-um (I am not buying) sevmek: to like/ love‘Turkish Textbook for Adult Beginners 94 ‘* To form affirmative questions, add - mu to the personal ending after tense suffix. verb stem+yor _mutpersonal ending Eg: almak: to buy alryor mu-sun (Are you buying?) sevmek: to likeflove seviyor musun? (Do you like?) | © To form negative questions — mu/mi between verb stem and -yor and the rest of the question formation | will be same above. Eg: almak almyor — musun? (Aren’t you buying?) Remember Personal Endings ben/l s-{y)im sen/you o/s/he,it‘Turkish Textbook for Adult Beginners 95 A. Conjugate the following verbs according to the pronouns in simple present contunious. The first one is done for you. 1. almak: to take 4. sevmek: to like/love 2. gdrmek: to see 5. bulmak: to find 3. gelmek: to come 6. temizlemek: to clean ben altyor-um sen al-yor-sun © altyor-uz biz alr-yor-uz siz__alt-yor-sunuz ‘onlar _altyorlar B. Use the verbs in parenthesis and complete the sentences in simple present tense by the correct personal endings. The first one is done for you. 1. Bizher akgam yemek .....yapryoruz, (yapmak). 2. Onlar her sabah gee (kalkmak). 3. Ben her giin gay (igmek). 4. O kitap (okumak). 5. Qocuklar erken (yatmak).. 6. Ali her sabah dus (almak). 7. Sen her haftasonu sinemaya .. .misin? _(gitmek). 8. Hiiseyin her giin esine telefon (etmek). * (vd alternation) CC. Make these verbs negative according to the pronouns. The first one is done for you. 1. ben: ...gelmiyorum, (gelmek) De DIE ceessessssesssssssenseneneee (dinlemek) 3. Beyhan ve Gokhan: (sevmek) 4. Ayger «. (beklemek) 5. Sen: (ckumak) 6. (alismak)‘Turkish Textbook for Adult Beginners 96 [| WORD FOCUS- Object and Action A. Maich the suitable objects in the box with the verbs in the circles. Add to the appropriate verb, Use each object only once. An example is done for you. kitap —kahvaltr aksam borg aligverigdestek aile yemek evap yorgun Gdev hava hasta tatil_~—emekli J TX a TX \ \ Pair work. Work with your partner and make five sentences in present continuous tense by using the objects and verbs above. An example is done for you. Tolga her Cumartesi altgveris yapryor. 1. 2 3. OS cm 5, 6,‘Turkish Textbook for Adult Beginners 97 b] SPOTLIGHT- Work or Home A. Deniz is extremely busy these days. Help her with the schedule about the things she needs to do at work and home. Things to do Iste (At work) Evde (At home) B. Look at the chart above and complete each column by adding one more thing onto her list.‘Turkish Textbook for Adult Beginners 98 () CONVERSATION - Telefonda! a, Listen to telephone conversation between two people and answer the following questions. 1. What can the relationship be between these two people? 2. Why is Mohamed calling Chris? 3. What time are they going to meet? 4, What does Chris usually do on Friday evenings? 5. Is he going to join them? B. Pair work. Work with your partner and write a similar telephone conversation and then practice. It could be an invitation about eating out, going shopping, taking a walk or a request for aide, or asking for help.‘Turkish Textbook for Adult Beginners 99 READING —A Day of Niliifer ! A. Read the text about a day in Nildfer’s life and write what the following pictures refer to? ‘Hmm...Benim bir ‘giinim ma? Nasil anlatsam kil! ‘Merhaba! Benim adim Nilifer. Evliyim. Bir oglum ve bir kxzam var. $u an istanbul’da yasyorum. Kizim Goksu burada {iniversiteye gidiyor. Istanbul gok bliyUk bir sehir ama aymi zamanda gok giizel. Burada yapilacak gok sey var. Bu yiizden giinlerim cok youn gegiyor. Size ‘gtintimu kasaca anlatayim, Hergiin sabah yedide uyamyorum. Once esimle gizel bir kahvalt yapryorum, Sonra esim ie gidiyor. Ben Goksu’yu nyandirryorum ve ona kahvaltt hazarhyorum. Gdksu okula gittikten sonra bende saat dokuzu ceyrek ‘gece spora gidiyorum. Genellikle haftada ty lin spor yapmaya gahstyorum. Eve gelip dus alryorum. Annemi aryorum, Onunla telefonda konustuktan sonra da kizkardesime email yaziyorum. Saat onbir bucuk gibi yliriyerck Besiktas’a gidiyorum. Orayt gok seviyorum. Markete,firma, kasaba, manava ve balikerya gidiyorum, Gtinllk gars. aligverislerimi yapryorum. Bazen sahilde bir kahve igiyorum. Sonra eve gelip aldiklarum yikay1p yerlestiriyorum. Ondan sonra saat iki civannda aksam yemegini hazirlryorum. Ondan sonra da mutfagi ve evi temizliyorum. Vaktim oldugunda bazen biiyik alisveriy merkezlerine gidiyorum. Ancak oraya yirlyerek degil dolmusla gidiyorum, ‘Aksam yemeginden sonra gilzel bir gay yapiyorum. Sonra hep birlikte oturup hem sohbet ediyoruz hem de say igiyoruz. Yatmadan nce biraz kitap okuyorum yada televizyon seyrediyorum. Saat on buguk gibi de __ Uyumaya gidiyorum. Gtinlerim youn ama gtizel geciyor.‘Turkish Textbook for Adult Beginners 100 CHECKING INFORMATION- Saat ka¢?/What time is it? To learn the time in Turkish you can ask the question: Saat kag?/ What time is it? Check the following words to ask the time. saat: hour gegiyor: after/past kag: how many var: to geyrek: quarter yan: buguk Eg: Saat kag? 1:10: (Saat) biti on gegiyor. (The suffix —i is used when saying after/past.) 1:50: (Saat) ikiye on var. (The suffix -e is used when saying fo.) © NOTE: The vowel harmony (¢,i,8,t—a.1,0,u) applies for both suffixes, - #/-e. A. Write what the time is. Then check it with your friend,Turkish Textbook for Adult Beginners 101 B. Pair work. Look at the airlines departure board. Ask and answer questions about the time of the flights to different places. Use the digital clock. Example: Albany ugagi saat kagta? ----- Albany ugagh saat bes kirk iki” de. What time does the flight to Albany? ----- It is at 5:42. aati) Lame PEC for cen ro i“ oe er To ul a Cr fe ontine Danaciney per en Peta wreralestenscom me Glossary- Days of the week Pazartesi: Monday Cuma: Friday Sali: Tuesday Cumartesi: Saturday arsamba: Wednesday Pazar: Sunday Persembe: ThursdayTurkish Textbook for Adult Beginners 102 C.. Go through the reading text again and write what Niliifer does at the following time. © 1. 7:00: . @ 2. 9:46: ©, 11:30: ©. 14:00: .. © 0:90: ee &] SPEAKING A. Pair work. Work with your pair. Ask and answer questions and complete the chart. ‘You ‘Your Friends 1. Sabahlan kagta uyamyorsun? (What time do you wake up in the morning?) 2. Her sabah kahvalti yapryor musun? (Do you have breakfast every morning?) 3. Genellikle kahvalt: da ne yiyorsun? | (What do you usually have for breakfast) 4, Spor yapiyor musun? (Do you work out?) 5. Giinde kag bardak gay/ kahve igiyorsun? (How many cups of tea/coffee do you drink a day?) 6. Televizyon seyrediyor musun? @o you watch TV?) 7. Okula nasil gidiyorsun? (How do you get to school?)Turkish Textbook for Adult Beginners 103 8. Ovellikle haftasonu yaptigim bir aktivite var m1? (Do you have an activity that you particularly do on the weekends) 9. Diizenli olarak yemek pisiriyor musun? B. Group work. Walk around the classroom. Choose two questions from activity A to ask to your classmates. Try to build a conversation.Turkish Textbook for Adult Beginners 104 LANGUAGE FOCUS - The Dative Case -e/a The dative case (indirect object) is used to indicate the recipient or destination of a particular action. Itis formed by adding -e ( after a consonant), -a ( after a vowel). It represents most commonly “to, for” prepositions in English. E.g: Slpermarket-e gidiyor. ( She is going to the supermarket). Sik stk Ankara’ya gidiyor. (She goes to Ankara very often) A. Skim the reading text in Section 7 -“A Day of Nilifer” and find six words that have the dative suffix. An example is given for you. 1 rsiteye, 7. 2. 8. a 9% B. Write sentences about the pictures using the word in parenthesis, idiyor?- Where is Goksu going? ( Paris)‘Turkish Textbook for Adult Beginners 105 2. Gokhan nereye gidiyor? (is) 3. innolennnn 4 Nilgtin nereye gidiyor? (aligveris) 3. | Beyhan ve Nillifer nereye gidiyor? (spor)‘Turkish Textbook for Adult Beginners 106 WRITING — Giinliik Aktiviteler- Daily Activities! A. Write what you do at the following times every day. 7:00 14:00 21:00 9:30 16:00 22:30 11:00 18:00 23:30 12:30 19:30 1:00 1. Ben her glin yedide uyaniyorum.. B. Group work, Walk around the classroom. Ask your friends questions about what they do at the following times and write the words in the chart below. 6:00 3:00 8:30 4:30 10:15 18:30 12:00 | 20:00 1:30 23:30 C. Share the answers with other classmates through your teacher’s questions.Turkish Textbook for Adult Beginners 107 REAL LIFE I- Bir insan bir giin/ A person, a day.. My. Listen to short excerpts about three people and answer the questions about their routines. 1. Sean giine saat kagta baslyor?- What time does Sean start the day? 2. Sean genellikle saat 6:00 ne yapryor? What does Sean usually do at 6:00 every day? 3, Alex saat kagta gle yemegi yiyor?- What time does Alex have his lunch? 4, Alex hergiin saat 3:00 gibi nereye gidiyor?- Where does Alex go around 3:00 every day? 5, Harinder ne zaman gocuklan okuldan alryor?- What time does Harinder take the children from school? 6. Harinder genellikle saat 6:00 ne yapiyor? ~ What does Harinder usually do at 6:00 every day? B. Complete the summary about Harinder’s day by using the correct words in the box. There are TWO extras. ocuklarla iste spora evliyim markete ‘iniversiteye _kahvalty Bile yemesi dért bucukta okula‘Turkish Textbook for Adult Beginners 108 Merhaba. Benim adim Harinde. YJa..mnmnemn Ve Iki Kizim var. Ben gline cok erken basliyorum, Genellikle sabahlan saat 2). uyaniyorum. Once yoga yapiyorum. Ondan sonra 3 . hazirlyorum. Kahvaltidan sonra evden gikiyoruz. Cocuklant 4) rakiyoruz. Esim ige gidiyor, ben dé S)..nmnmmnomeewm BidiyOrUM, Ben niversitede Italyanca dersleri veriyorum. Dersten sonra saat 6).. socuklan okuldan aliyorum. Hep beraber 7). gidiyoruz. Alisveristen sonra eve geliyoruz. Ben akgam yemegini yapiyorum. Yemekten sonra esim mutfag temizliyor, ben dé 8) sennmnenmere oynuyorum. Aksam onlar yattiktan sonra derslerimi hazirlayip, ben de yatmaya gidiyorum. REAL LIFE IIl- Gay zamani/ Tea time! Jo a A. Tea is an important drink in Turkey. It also plays an important role in socializing with friends. You will watch a typical tea visit activity in Turkey. Watch the short video and answer the following questions in Turkish. 1. What do they say to greet each other? 2. What does the hostess say to her guests when she meets them at the door and what do the guests say in response to that? 3. What do they say to ask how one another is? 1, How does the hostess ask guests if they would like to have Turkish coffee before tea? 2. How does the hostess treat her guests’? 3. Write two expressions that the guests are using to compliment the food that the hostess made.Turkish Textbook for Adult Beginners 109 4, What does the hostess say in response to these compliments? 5. What do the guests say to thank to hostess? 6. What does the hostess say in response to that? 7. What is the expression that the guests use when leaving. 8. What is the expression that the hostess uses in response to that? Pictures of the day! Do you know what each of these is called? yagmur, semsiye, tren, pilot, buzdolabtTurkish Textbook for Adult Beginners 110 CHAPTER 7- CONCLUSION The proposed textbook which aims to teach beginning level Turkish language is, designed to meet the needs, interests, and expectations of the target audience. The textbook has not been completed yet; however, it still has provided me an eye~ opening experience about the considerations of designing a textbook. The plethora of decision making, particularly planning, organizing, and determining the pedagogical and instructional requirements, has been a demanding process for me. Furthermore, establishing a system in order to meet the needs of the target teachers and learners and increase the efficiency of the use of language were some other challenges. However, I enjoyed the process of raising my awareness about the theoretical and practical principles of writing a textbook both as a teacher and writer. I had opportunity to harmonize my beliefs, teaching experience with the information in the literature and was able to come to a conclusion about the features of a good language textbook. Keeping this in mind, I have prepared three chapters and an introduction part which are visually appealing, They include meaningful, lively, interesting topies and tasks which are based on authentic language of everyday life. This sample of the textbook was evaluated by two Turkish speaking language instructors. They both agreed that a project like this was needed. Harinder Kaur Khalsa, who is a senior instructor at Italian Department of Romance Languages, University of Oregon, indicated that the textbook is rich in content, engaging and equipped with modem language learning tools. She added that the textbook would provide opportunities to teachers for creating a communicative environment in class and would make it fun for learners to study on their own as well. Dr: Pelin Basci, who is an associate professor of Turkish Department of Foreign Language and Literatures, Portland State University also, provided fruitful comments and‘Turkish Textbook for Adult Beginners 111 suggestions. She expressed that Turkish language materials and textbooks are highly needed in the USA as there are not many options apart from Kurtulus Oztopcu’s Elementary Turkish textbook. Focusing on the methodology of the textbook, Dr.Pelin Basci pointed out the importance of the decision-making process about what to include, exclude, and why. She also advised me to use a reliable grammar textbook as a resource. Last but not least, she indicated that the use of technology, visual aids; variety and creativity of activities were impressive. Allin all, have realized that textbook writing requires commitment and attention, effort, time, patience, and endless energy. As my final goal is to design very useful, efficient, and aesthetic materials, I will take a year to finish the proposed textbook. Considering the insightful recommendations, I would like to edit two sections in Chapter Two regarding the activities and structure, My other future considerations include a survey for Turkish language instructors to address their needs better and completion of components such as audio CDs and video DVD to ‘make it richer. Piloting and editing of the textbook are also in my future plans in order to increase the effectiveness of the textbook.Turkish Textbook for Adult Beginners 112 REFERENCES Basci, P. (2005). Report on the ITS. AATT Workshop at Portland State University. pp.13-16. Bell, J. and Gower, R. (1994). But We don't Know What We Need. Modern English Teacher.v.3, 1-pp.53-55 Breen, P. M and Candlin N. (1987) "Which materials?: A consumer's and designer's guide." In E.L, Sheldon. (Ed.): ELT Textbooks and Materials: Problems inEvaluation and Development (ELT Do cuments 126). Oxford: Modern English Publications. Brown, H. D.(2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Longman. pp.147-193 Brown, J.D (1995). The Elements of Language Curriculum: A systematic Approach to Program Development. Boston: Heinle& Heinle Thomson Learning. Byrd, P. (1995). Material Writer's Guide. Boston: Heinle & Heinle Publishers, pp.45- 137. Creel, E. et al. (1993). American Association of Teachers of Turkish Provisional Proficiency Guidelines for Turkish. AATT. Dendrinos, B. (1995). Foreign- Language Textbook Discourse and the Pedagogization of the Learner. Georgetown University Round Table on Languages and Linguistics. Devenish, W.D. (1958). The Textbook: Aid or Hindrance to Modern Language Teaching. Modern Language Journal. 42 (2): pp. 59-64. Dougill, J. (1987). “Not So Obvious”. In E.L, Sheldon. (Ed.): ELT Textbooks and Materials: Problems in Evaluation and Development. Gilson, E. (2006). Turkish and AATT Today and Twenty Years Ago. The Building of a Language Field. AATT Bulletin, 20" Anniversary Spec pp.19-33 Issue. Grant, N. (1987). Making the most of your Textbook. New York: Longman. Inc, pp. 5-17. Graves, K. (2000). Designing Language Courses: A Guide for Teachers, Boston: Heinle & Heinle Thomson Learning, pp. 123-127Turkish Textbook for Adult Beginners 113 Jamus, L. (2000). An Overview of Less Commonly Taught Languages in the United States NASSP Bulletin. 84; p. 25. Kuroglu, G. et al. (1996). Language Learning Framework for Turkish. AATT. Mares, C. (2003). Writing a Coursebook . In B, Tomlinson (Ed.), Developing Material for Language Teaching. (pp.130-140). London: Cromwell Press. Murcia, C.M. (2001). Teaching English as a Second or Foreign Language. Boston: Heinle& Heinle Thomson Learning. pp. 3-55, 401-443. Richards, J.C. (2006). Material Development and Research- Making the Connection. RELC. Sage Publication. v.37, 1, pp. 5-26. Richards, J.C. (2001).Curriculum Development in Language Teaching. Cambridge: Cambridge University Press. Richards, J. (1993). Beyond the Textbook: The Role of Commercial Materials in Language Teaching. RELC Journal.v.24. Richards, J.D and Mahoney, D. (1996). Teachers and Textbooks: Practices. 8, 1, pp.40-63. survey of Beliefs and Rubdy, R, (2003). Selection of Materials. In B, Tomlinson (Ed.), Developing Material for Language Teaching. (pp.37-57). London: Cromwell Press. Savignon, S.J. (2007). Beyond communicative language teaching: What's ahead? Journal of Pragmatics, v.39, pp. 207-220. Sheldon, E.L. (1988). Evaluating ELT Textbook and Materials. ELT Journal: Oxford University Press, pp. 237-246. Sheldon, E. L. (1987). ELT Textbooks and Materials: Problems in Evaluation and Development. Modern English Publications. ‘Tomplinson, B. (2003). Developing Materials for Language Teaching. London: Cromwell Press. ‘Tomlinson, B., Dat, B., Masuhara, H., and Rubdy, R. (2001). EFL Courses for Adults.ELT Journal, 55/1. ‘Tomlinson, B. (1998).Materials Development in Language Teaching. Cambridge: Cambridge University Press. Tomplinson, B. (1998). Affect and the Coursebook. [ATEPL Issue.145, pp. 20-21.Turkish Textbook for Adult Beginners 114 Ur, Penny. (1991). 4 course in Language Teaching, Practice and Theory. Cambridge: Cambridge University Press. pp.176-182. Zajda, J.(2004). Cultural Transferability and Cross-Cultural Textbook Development, Education and Society. James Nicholas Publisher. v.22, no.1, pp. 83-95.‘Turkish Textbook for Adult Beginners 115 APPENDIX ~A, From: Nilay Sevine To: Yamada Language Center tutors and instructors Survey 2: Language Teachers’ Expectations in Textbooks. Dear WLA Instructors and Self Study Language Program Tutors, I will be very thankful if you can take the following short survey and share your insights, perspectives and opinions with me about the language textbooks. It is related to my project and I will really appreciate any help with that. Thank you very much in advance. Nilay Sevine http://babel.uoregon.edu/surveys/index.lasso?&Survey_!D=61038 1) What language do you teach? 2) Do you teach at the Self Study Program, WLA or both? 3) What level(s) do you teach? 4) 5) 6) 0) Do you use a textbook? Do you think that it is good to use a textbook in your class? Why or why not? Considering a textbook for your course, can you rank the following aspects from the most. important to least? You can enter the numbers considering the sequence of its importance. 1. Language focus, funetion and culture 2. Organizationd&design: format,layout,pictures...ete 3. Supplementary materials. 4. Author 5. Other. Please explain. Would your answer be same or different if the students were doing self-study without a tutor or classroom situation? If different, what would be most important?Turkish Textbook for Adult Beginners 116 8) Which textbooks do you prefer for the elementary level? (Considering that your target ‘group speaks English) Please provide a short explanation about your choice. 1, Text books written only in the target language ions. 2. Textbooks written with English explanations! instru 9) Do you think that textbooks are useful in the self study program? If'so, what should such textbooks contain? Should look like? Please consider the topics, learners’ needs and interests? (Please answer this question if you have ever taught at the self study program), Please rank it from the most important to the least by entering the number. The categories are above this. 1, Interesting and current topics 2. Tutor and leamer friendly 3. Authentic language and cultural information 4, Grammar explanations 5. Lots of exercises and drills 6. Provide students options that they can work on outside the class. 10) In general, can you name three advantages to use a textbook? 11) Is there anything else you would like to add or share?Turkish Textbook for Adult Beginners 117 APPENDIX - B To: Learners of Turkish From: Nilay Sevine I would like to write a textbook for Turkish class for the speakers of English for my “Terminal Project”. I would be very pleased if you could help me completing this survey. Thank you very much, 1) What languages do you speak?, 2) How long have you studied Turkish? a) Less than a month b) 3-6 months c) One year d) More than two years 3) What is/ was your purpose for learning Turkish? a) Heritage b) Vacation c) Exchange program 4) Business @) Interactions with people 4) Other (.. ») 4) How would you describe your proficiency level? a) Beginner 'b) Intermediate c) Upper Intermediate d) Advanced 5) What kind of materials helped you most in learning Turkish? ( You can select more than one) a) Textbooks written with English explanations/ instructions b) Materials prepared by the teacher both in English and Turkish. c) Internet 4) Other... )Turkish Textbook for Adult Beginners 118 6) What aspects of Turkish language and culture have been most challenging for you? (You can select more than one) a) Grammar b) Vocabulary ©) Colloquiai expressions d) Pronunciation ©) Idiomatic expression 1) Other (. 7) What aspects of Turkish language and culture have been the easiest for you? (You can select more than one) a) Grammar ) Vocabulary ) Colloquial expressions 4) Pronunciation e) Idiomatic expression 1) Other ( ) 8) Is there anything else you would like to add or share?Turkish Textbook for Adult Beginners 119 APPENDIX-C Learners’ Comments On Turkish Language And Culture. In order to provide different opinions based on learners experiences, I would like to share some randomly chosen unique insights and comments that the participants indicated in the survey. Question 3: What is/was your purpose for learning Turkish? “The strongest motivation was to speak with my wife's family members, Also 1 knew it ‘was tiring for my wife to always speak English.” — Upper Intermediate. “My husband works here, but am learning Turkish because I want to get to know my neighbors, make new friends and enjoy living here. "- Upper Intermediate “Lam moving to Turkey for business and want to be able to communicate at a deeper level, plus Turkish is a beautiful language.” Intermediate “To help my understanding and communication skills when I work in Turkey for an annual memorial TV broadcast"- Beginner “Lwanted to be part of the local church”- Advanced “1 first visited Turkey about 18 years ago and immediately new it would one day be where I would call home, from that moment I tried to pick up bits of the language, although I only spent a few weeks a year here on holiday. I moved to Turkey permanently seven years ago and have worked very hard to get to the point that although I make a lot of mistakes I can actually get by, and have even started to read novels in Turkish.”-IntermediateTurkish Textbook for Adult Beginners 120 Additional comments for Question 4: How would you describe your proficiency level? the question. “Some days I am better than others, but now I’m in the States, my Turkish is rusty”- Intermediate. “Grammar is killing me” Beginner. “Lcan read and write somewhat but speaking is difficult, and I need much more practice. Language courses need to have time for verbal practice” Intermediate. “Lunderstand the language well, and can communicate most ideas well, but reading and writing are difficult.”- Intermediate. Question 6: What aspects of Turkish Language and Culture have been most challenging for you? “Turks have an expression for everything and learning all of them is challenging”- Intermediate. “Ifind that the logic of the language is different because... well.. i's a different language. Unless one if.a linguist who is naturally interested in the five things above, I find studying them 10 be quite a different exercise than learning to speak Turkish. I've known many people who understood all of that stuff after a year, from the books, but couldn't have a conversation in ‘Turkish, What's the point of that?”- Upper Intermediate “Since English is my first language, my accent will exist. Not able to think of colloquial or idiomatic expressions in certain social settings. Doesn't come naturally”.-Advanced “Many things seem to be unteachable and I think I was only able to understand them by living in Turkey. For example, hand gestures and facial expressions are not easily learned unless ‘witnessed on a daily basis”.- Upper IntermediateTurkish Textbook for Adult Beginners 121 “Vowel and consonant harmony and all the suffixes I found most challenging, "- Beginner “Grammar is probably the biggest challenge. I have to forget thinking in an Indo- European language and applying the same rules when I practice Turkish, 1 am also finding adverbs really difficult to memorize unless I use them in a sentence. Nouns are more concrete. I also don't know any Turkish speakers, so there is no opportunity to practice speaking Turkish”. - Beginner Question 7: What aspects of Turkish Language and Culture have been the easiest for you? “Yes, Iput grammar as hardest and easiest :-) some of the grammar is very simple to learn”.- Intermediate “It took a lot of time and serious studying, but I feel like Turkish grammar is very logical and I was able to learn it rather easily. Sentence structure is tough since the verb comes at the end of the sentence as opposed to the middle, but I had studied Nepali before which has a very similar structure. This allowed me to more easily grasp the concepts”.- Upper Intermediate “have a natural bent and a lot of exposure towards learning grammar and I rather enjoy it”. -Intermediate “Swahili was a great gateway language for Turkish: its agglutinative (so I had already overcome the shock of a different language type) and it also has a large body of words borrowed from Arabic’"- Upper Intermediate.Turkish Textbook for Adult Beginners 122 Question 8: Is there anything else about your Turkish language learning experience that you would like to add or share? “Tlove Turkish because it always follows the rules! It's nice to be able to say so much without having to learn the verb structure and rules”. - Beginner “Personalizing the lessons is the best way for the lessons to sink in, ie, describing a story or situation that happened to the teacher or her friend that highlights the grammar or the vocabulary. I appreciated videos/DVD that showed a situation, like in the market and showed the way people bargain and also exchange pleasantries and jokes during the transaction, "= Beginner “think its very important for people to use what they learn from the very beginning. Americans are pragmatic and want to learn practical things that are useful. I found this to be true for me, the more useful something was the more I used it and the better I learned it," Advanced “I would love to see a good interactive computer CD-ROM produced for Turkish. For example like the one provided by the German textbook Themen I Aktuell by Hueber -- ISBN 978- 3-19-001690-7. -- Good luck with your endeavor There is a definite need for a more modern textbook, (with a good reasonably comprehensive interactive CD please\”- Beginner “Itis a rewarding language”- Advanced