2–sho’ba ilg‘or xorijiy tajribalar, xalqaro baholash dasturi talablari orqali o‘qitish metodologiyasini takomillantirish

CULTURE TRANSFER
Vargeloğlu Nermin–Ankara Hacı Bayram Veli University Master's:
ANNOTATION
The article stated that in Integration, teaching the target culture should be done through language. Students are asked to provide information about weddings in their country. Then the Turkish wedding is sung. Clarification should be done through mutual information exchange. Interactive course materials need to be reloaded with modern educational trends. A language teacher should know his own culture more than anyone else.
Key words and phrases: Integration, culture, language, learner, support, exchange of information, interactive lesson, modern education.


АННОТАЦИЯ
Maqolada Integratsiyada maqsadli madaniyatni o'rgatish maqsadli madaniyatni o'rgatish esa, til orqali amalga oshirishi kerakligi takidlagan. O'quvchilardan o'z mamlakatidagi to'ylar haqida ma'lumot berish so'raladi. Keyin turk to'yi aytiladi. Tushuntirish o'zaro ma'lumot almashish orqali amalga oshirish kerak. Interfaol dars materiallaridan zamonaviy ta'lim yo'nalishlari bilan qayta yuklash kerak. Til o'rgatuvchi o'qituvchi o'z madaniyatini hammadan ko'ra bilishi kerak.
Kalit suz va iboralar: Integratsiya, madaniyat, til, o‘quvchi, yordam, o‘zaro ma’lumot almashish, interfaol dars, zamonaviy ta’lim.

When we look at the history of teaching Turkish as a foreign language in Turkey, it is seen that serious studies have begun in universities after 1950. In the following years, Turkish education was given to foreign students through state–affiliated projects. For example, young people from the Turkish world have been brought to our country for high school, university, graduate and doctoral education since 1991. The aim of this project is to strengthen our ties with our compatriots and to teach Turkish by introducing Turkish culture (Göçer 2018: 172). This area has gained importance in recent years. Overwatching of Turkish TV series in the world, political breakthroughs, promotions and successes of Turkey in different fields have increased the interest of foreigners in Turkish. As a result of this increasing interest, different institutions and organizations have started to work to teach Turkish.

In Turkey, the teaching of Turkish as a foreign language is usually carried out in TÖMERs affiliated to universities. Apart from universities, Turkish education is provided by the Presidency for Turks Abroad and Related Communities and the courses opened by different institutions.
In abroad, Turkish language teaching is carried out through Yunus Emre Institute, Turkish education courses affiliated with embassies, Turkology centers affiliated with universities, Turkish culture centers and Maarif Foundation (Göçer, 2018, p. 172). Yunus Emre Institute has been providing online Turkish courses through distance education in recent years. It is known that thousands of students attend the classes every semester. In addition to official institutions, Turkish lessons are given for foreigners in associations.
The most important tool of cultural transfer is language. The values ​​created by the nation itself, artistic and scientific activities and history etc. adopting the facts to future generations and transferring them to new generations will be thanks to language. This transfer; Although it is primarily specific to the individuals who make up the nation, it can also be reflected to individuals and other nations through foreign language teaching. While teaching the language at the stage of teaching a foreign language, it is necessary to teach the culture in which the language was born and lived (Elbir & Aka, 2015: 375).
One of the proficiency areas and aims in foreign language teaching is to train individuals who are competent in "recognizing the target culture". Learning the culture of the target language is the necessity of learning a foreign language. For this reason, while teaching the target foreign language, the behavioral characteristics and communication elements of the culture in which that language lives should also be taught (Çakır, 2011: 248–249).
With language teaching, cultural awareness is created and the culture in which the language exists is adopted. Creating this awareness and teaching Turkish culture while teaching Turkish can be done in various ways. Cultural values ​​should be included in reading and listening texts, cultural activities should be explained through texts, Turkish songs and folk songs should be used in listening texts. People who will reflect Turkish history and Turkish culture should be used in texts and assignments, and students should be encouraged to do research on them. Traditions should be included frequently, and the students should be asked to compare the elements of their own culture with the elements of Turkish culture for a better understanding (Korkmaz, 2018: 92–93).
According to Uyan, the first condition of mastering a foreign language is to be able to think like that society, since language develops with society. For example; The words used for man and woman in a foreign language reveal the social status of men and women in that society. To give another example, the phrase “Getting off without seeing the stream” in Turkish means “Don't think the opera is over until the fat woman sings.” format is used. Although both words were uttered for the same purpose, they took different forms as a result of cultural differences. As it is seen, since the structure of thought differs from society to society, it is necessary to think like that society while learning a foreign language (cited in Er, 2006: 1).
According to Ayhan Selçuk, in his study in which he examines "...daily communication behaviors in terms of intercultural communication..." through Turkish and German societies, he expressed the necessity of cultural transfer in foreign language learning and learning the culture of the target language, with an example:
The expression "kolay gelsin" as a linguistic behavior has a very common usage area. In Turkish society, when going to someone who is engaged in any job, whether familiar or not, the phrase "take it easy" is often used instead of greetings, either together with the phrase "hello/s" or independently. This expression can be used when arriving for the first time, or as a farewell greeting when leaving (let's go to you/you). The phrase "take it easy" is one of the phrases that Turkish workers working in Germany used to say to their German friends at the factory at first, but later stopped saying it because it was not understood. One of our workers was saying: “There are also Alamans in our factory. Sometimes I say "golay come, layt kommen" (leicht kommen) or something like that, the man looks at me blankly, I say "layt kommen, layt kommen", the man does not understand. Saying “Wer leicht kommen” (who come easy). I don't want to say either." In this case, a linguistic behavior that is valid in Turkish culture is literally transferred to German culture. (Selçuk 2005: 4)
If it is accepted that language is not only a sign system but also a culture, it is seen that language and culture cannot be considered separately. Therefore, it is necessary to never forget the 'Culture' element in language learning and teaching. Otherwise, the language will seem too monotonous, mechanical and boring. Since language is a system of signs, there is a field of reference, a reality of the outside world, that every sign in that system points to in the outside world, and the field of reference is related to culture. The meanings of the indicators are formed in this way and are complemented by the cultural element. So how can all these thoughts be reflected in a foreign language lesson? In the eighties, cultural theory was developed as a new stage within the framework of the concept of intercultural communication in the context of communicative method discussions. The basic idea was that, consciously or unconsciously, two different cultures came face to face in foreign language lessons. Thus, the purpose of foreign language courses appeared as getting to know foreign culture. This emerging goal brought with it the approach of cultural comparisons. This approach sees every foreign language lesson as an intercultural dialogue. The principle of such an approach is also difference; In other words, when we say intercultural lessons, for example, in a German lesson, it is important not only to present various information about Germany, to explain its economic system with some socio–historical information, but to highlight the difference of that culture. It is important to try to grasp the reality of foreign culture. By comparing the understanding of foreign culture with his own culture / world, the student should be able to come to terms with two different worldviews in this sense. Another instructive aspect and purpose of such a foreign language course is to provide critical thinking by thinking and presenting different cultures or worlds with their differences. The student should be able to approach himself or the other critically and have a critical consciousness. (Asutay, 2003: 27).
It is possible to add the word "guest" to the examples above. This word of Arabic origin means “guest” in Turkey Turkish. However, it was noticed and corrected in the lessons that this word is used in the sense of "poor" in some countries. It is possible to multiply these examples, which we might call “false equivalence”. Since teaching a language also means teaching culture, it is unthinkable to do language teaching only through grammar.
The desire to learn a foreign language in people can arise with education, trade, welfare status of the country, cultural level and tendencies related to the country where the target language is spoken.
It is possible to add the word "guest" to the examples above. This word of Arabic origin means “guest” in Turkey Turkish. However, it was noticed and corrected in the lessons that this word is used in the sense of "poor" in some countries. It is possible to multiply these examples, which we might call “false equivalence”. Since teaching a language also means teaching culture, it is unthinkable to do language teaching only through grammar.
The desire to learn a foreign language in people can arise with education, trade, welfare status of the country, cultural level and tendencies related to the country where the target language is spoken. In addition, people who migrate due to compulsory reasons such as war and oppression have to learn the language of the country they have taken refuge in in order to meet their vital needs. Refugees who took refuge in our country due to the war in Syria are the most recent example of this. Syrian refugees will learn Turkish culture as well as Turkish and adapt to the society they live in and the values ​​of the society.