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首页> 外文期刊>Procedia - Social and Behavioral Sciences >The Types and the Functions of the Listening Activities in Turkish and English Course Books 1
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The Types and the Functions of the Listening Activities in Turkish and English Course Books 1

机译：土耳其语和英语课程书中听力活动的类型和功能 1 < / ce：交叉引用>

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Along with globalization, in our era, international communication has gained importance and thus the first aim of foreign language teaching has been to equip students with communicative competence. In order to communicate effectively and adequately in a foreign language, the students should be provided with real situations in which they would expose to language use and four skills, listening, reading, speaking and writing must be taken as a whole and given equal importance. Nevertheless, from past to present, in foreign language teaching methods, which are shaped according to the aims/requirements of foreign language learning, listening skills have been usually neglected. It is a fact that in the process of mother language acquisition the children stay silent and listen at first and then they start speaking, so it is natural to give place to listening comprehension from the very beginning in foreign language teaching. As the aim of this study is to determine the amount of importance given to the listening skills in Turkish language teaching and to make a contribution to teaching Turkish as a foreign language, a comparative study by taking the Common European Framework of Reference (CEF) as basis has been done at the basic level (A1-A2) using Turkish as a foreign language coursebook ‘YeniHitit 1 (A1-A2)’ and English language teaching coursebooks ‘New Headway Beginner (A1)’ and ‘New Headway Elementary (A1-A2)’ as sample in terms of listening comprehension exercises. This qualitative study has been realized via documentary analysis developing categories taking into account the listening activities in CEF and other studies in the field. The findings have been given in numbers in a quantitative manner, therefore mixed research method can be said to have been used.
机译：随着全球化的发展，在我们这个时代，国际交流变得越来越重要，因此外语教学的首要目标就是使学生具备交流能力。为了有效和充分地使用外语进行交流，应向学生提供他们会接触语言的真实情况，并且必须将听力，阅读，口语和写作四个技能作为一个整体并给予同等重视。然而，从过去到现在，在根据外语学习的目的/要求而形成的外语教学方法中，听力技能通常被忽略。事实是，在母语习得过程中，孩子会保持沉默，先听然后说，然后开始说话，因此自然而然地在外语教学中就应该让听力理解成为可能。这项研究的目的是确定对土耳其语教学中听力技能的重视程度，并为将土耳其语作为外语教学做出贡献。这项比较研究以欧洲共同参考标准（CEF）为基础基础课程（A1-A2）的基础课程是土耳其文作为外语课程“ YeniHitit 1（A1-A2）”，而英语课程则是“ New Headway Beginner（A1）”和“ New Headway Elementary（A1-A2）” A2）'作为听力理解练习的样本。这项定性研究是通过文献分析开发实现的，其中考虑了CEF的听力活动以及该领域的其他研究。这些发现以定量的方式给出了数量，因此可以说已经使用了混合研究方法。

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