Abstract
The subject of this research paper is the teaching of Turkish as a foreign language. The authors’ more than twenty-year experience in teaching Turkish to university students constitutes the empirical foundation of this investigation. The theoretical and methodological basis of this research is the source criticism method, the experimental method, the questionnaire method of data collection and the statistical method. The history of foreign languages teaching methods is analysed, and special attention is paid to the approaches of teaching grammar, discussed in methodological works. Implicit and explicit approaches to the teaching of grammar are especially examined in this paper. The subject of this research is oriented at teaching Turkish as a major and training future specialists in Turkish interpreting/ translation and future teachers/ lecturers in Turkish, therefore, the authors of this paper stress upon the necessity of teaching grammar on the basis of conscious perception principle as a separate subject of study in strict integrity with the communicational approach. The list of problems and difficulties in learning Turkish grammar by Ukrainian students at University level was established as a result of this research as well as the sources of these difficulties are deduced which mostly originate in genetical and typological differences between the Ukrainian language, native for Ukrainian students, and Turkish, which is the language of their future professional activities. The mentioned difficulties are grouped on two levels which are morphology and syntax according to the level of difficulty for Ukrainian students in terms of the conscious perception of grammatical facts and phenomena and their subsequent application in actual practice. The ways of overcoming the problems and difficulties in teaching and learning Turkish grammar are also offered in this paper. At the same time textbooks and grammar manuals published in Turkey, Ukraine and European countries are examined in terms of grammar teaching. The grammatical subjects to be investigated in detail for increasing the level of mastering Turkish by Ukrainian students at universities are listed.
Highlights
Turkology (Turkic Studies) in Ukraine: an outline The teaching of Turkish as a foreign language in Ukraine’s universities started in 1993 after Ukraine had renewed its independence in 1991
At the same time we used the experimental method for detecting the feasibility of separate teaching Turkish grammar versus its integral teaching together with speech practice: between 2004 and 2014 Turkish had been taught on the basis of the integrated approach; since 2014 Turkish is taught in aspects which includes a separate course of grammar
We planned to develop a grammar manual for Ukrainian university students based on the mentioned methodological principles; the first part of this manual is published as a preprint (Sorokin, 2018), and the second part is in progress
Summary
Turkology (Turkic Studies) in Ukraine: an outline The teaching of Turkish as a foreign language in Ukraine’s universities started in 1993 after Ukraine had renewed its independence in 1991. Ukrainian Turkology school which had developed within Turkology in the Russian Empire, in the Soviet Union extends over a hundred years. Ukrainian Turkology scholars, mostly historians, had contributed a lot to Soviet Turkology which considered to be one of the strongest in the world; Ukrainian Turkology school achieved tangible results in the period of independence as well. It would be appropriate to refer to the works of an outstanding Ukrainian orientalist A. Krymskyi regarding the Turkish language and the history of Turkey (Krymskyi, 1996, 2007, 2010), academic writings of his disciple Pritsak (1952, 1970, 1973), research works on the Turkish language, literature and culture of T. Ksiondzyk (Ksiondzyk 1991, 1987, 2001, 2002, 2004), Panashenko (1989), Halenko, Mhitaryan, Prorochenko
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