Functionality Of Performance Assignments in Teaching Turkish to Foreigners

Abstract

It is possible to evaluate performance assignments, which are an extension of the 'constructivist' approach in the measurement, selection and evaluation phase, as homework or activities to measure how the student uses foreign language knowledge in daily life in the field of teaching Turkish to foreigners. The main purpose of such assignments, which are usually short-term, is for students to develop their language skills gained in lessons by associating them with daily life. In addition, it is also aimed that the student will be able to reveal something new based on the knowledge he has acquired in a certain period. Performance assignments are very important in terms of enabling students to be more interested in Turkish, especially in geographies where Turkish is not spoken.

The aim of this study is to examine the functionality of performance assignments that can be given by the teacher in teaching Turkish as a foreign language. In this context, first of all, the definition, purpose, scope and stages of performance assignments will be emphasized and then the gains provided to the students will be determined. In addition, the points that the teacher should pay attention to when giving performance assignments will be specified and performance assignments that can be given in basic (A1-A2), intermediate (B1-B2) and high (C1) Turkish, prepared according to the achievements of the European Language Portfolio, will be shown in tables in order to set an example. The study is of particular importance as it is the first study to examine the functionality of performance assignments in teaching Turkish to foreigners.