Abstract
DESCRIPTIVE ANALYSIS OF TEXT ADAPTATION STUDIES IN TEACHING TURKISH AS A FOREIGN LANGUAGE
Adapted texts are used in foreign language teaching due to pedagogical needs. The original texts are adapted by making them suitable for the language level of the target audience. The original texts were not written for foreign language learners, so it is not always possible to use them directly in the teaching environment. In adapted texts, words are replaced with more common ones, and grammatical elements are replaced with simpler ones. Text adaptation can be done with intuitive, structural and textlinguistic approaches. Adapted texts are important in meeting the need for extracurricular reading. The aim of this research is to describe the text adaptation studies in teaching Turkish as a foreign language. Document analysis was conducted. 46 studies were identified. Descriptive analysis was applied. It was found that text adaptation studies started in 2010, 76.1% of the studies were carried out in the last 4 years, 65.2% were master's thesis, 56.8% are for A2 and B1 levels. Modern Turkish Literature texts were adapted in 76.4%. The Common European Framework of Reference for Languages was the most frequently referenced. It was observed that the tendency not to get expert opinion at any stage of the studies was common. It was determined that adapted texts had a positive effect on reading comprehension. In 54.8% of them, the texts were adapted with a structuralist approach. Enriching the studies with different types of texts, including more informative texts in the research, determining the target audience just one specific level, taking measures to ensure the valid and reliable quality, investigating the instructional effect of the adapted texts, methodically, orientation to experimental and action research, and the text-linguistic adaptation method are recommended.
Keywords
Turkish education, teaching Turkish as a foreign language, text adaptation, text adaptation studies,