"Self-Learning French Coursebooks" as Part of French Education in Post Tanzimat Era of the Ottoman Empire

Autor/inn/en	Canakli, Levent Ali; Alabay, Sercan
Titel	"Self-Learning French Coursebooks" as Part of French Education in Post Tanzimat Era of the Ottoman Empire
Quelle	In: Journal of Education and Learning, 11 (2022) 2, S.104-111 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	French; Second Language Learning; Second Language Instruction; Instructional Materials; Educational History; Social Change; Political Influences; Western Civilization; Teaching Methods; Textbooks; Turkish; Alphabets; Written Language; Pronunciation Instruction; Dictionaries; Grammar; Language Styles; Economic Factors; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; History of education; Bildungsgeschichte; Sozialer Wandel; Political influence; Politischer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Türkisch; Buchstabenschrift; Geschriebene Sprache; Ausspracheübung; Dictionary; Wörterbuch; Grammatik; Sprachstil; Ökonomischer Faktor; Ausland; Türkei
Abstract	French teaching in Ottoman Turkey found its actual speed with the Tanzimat period (the political reforms made in the ottoman state in 1839). Until the proclamation of the Republic, and even until the 1950s, French was considered the leading carrier of Western culture and civilization in Turkey, and teaching French was deemed necessary. However, it cannot be said that this was a very successful and sufficient period for French and foreign language teaching in general. Failure to fulfill the primary conditions of language teaching, such as teacher, material, and method, has been the main problem of foreign language teaching. When the lack of schooling is added, "self-learning French" books have emerged as an opportunity for teaching French, although they are not many. The five books discussed in the article, written in Turkish using the Arabic alphabet between 1867 and 1928, mostly describe the basic pronunciation rules, word types, sentence features, and grammatical information of French, starting with the alphabet, in a plain language and style. Although there was a good variety of French-Turkish dictionaries at that time, since economic conditions did not allow everyone to acquire a glossary, and even if there was an opportunity, which dictionary to choose is a different problem, as a standard feature in all of them, the vocabulary parts of the books were kept very wide. Books; It has been seen that both of them are successful when the measures such as showing the pronunciation of French words, grammatical knowledge that is not suffocating, broad vocabulary, the relevance of French and Turkish translation texts, page structure, language, and simplicity of expression are taken into account. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01