Approaches and principles for developing linguo-sociocultural competence of turkology students in reading through poetry
DOI:
https://doi.org/10.17721/2663-0303.2025.1.06Keywords:
teaching approaches, teaching principles, teaching of the Turkish language, poetic text, linguosociocultural competenceAbstract
Background. Training future Turkish language specialists is a vital and promising direction in education, driven by the need to foster cooperation between Ukraine and the Republic of Turkey across various sectors. The Turkish language reflects a rich cultural context, and many aspects of its vocabulary, grammar, and phraseology are shaped by historical, social, and religious influences. This cultural context is particularly evident in poetry, as it reflects the worldview, social norms, historical events, and cultural values of the people who create it. Poetic texts embody not only the author's personal viewpoint but also a collective culture transmitted through language, symbols, imagery, and metaphors. Each poetic work contains cultural markers that form part of the linguistic worldview, helping readers grasp the depth of national identity, traditions, religious beliefs, and social dynamics. Therefore, poetry serves as an effective means for developing Turkishlanguage linguo-sociocultural competence in reading.
One of the primary tasks in developing such competence in Turkology students is to define the teaching approaches and principles that have not yet been the subject of focused research. Hence, the demand for Turkology specialists with a high level of communicative and linguo-sociocultural competence, and the lack of academic studies addressing the approaches and principles for developing Turkish-language linguosociocultural competence in reading through poetic texts in Ukrainian students are key factors that determine the relevance of this publication.
The purpose of this article is to outline the approaches and principles for developing linguo-sociocultural competence in reading in students of Turkic studies through the use of poetic texts.
Results and discussion. An approach to learning is understood as "a global and systemic organization and self-organization of the educational process, which encompasses all of its components, and, first and foremost, the subjects of pedagogical interaction – the teacher and the student" (Methods of Teaching, 2021: 5). Thus, a learning approach defines the fundamental principles of the process: the goals and expected outcomes, the content of the learning material, methods and techniques, technologies, as well as the means, forms, and objects of assessment. It shapes the strategy for organizing and implementing the process of foreign language instruction.
The key approaches to developing Turkish-language linguo-sociocultural competence in reading in philology students are the competency-based, communicative, linguo-sociocultural, and hermeneutic approaches.
References
Avramenko, B. (2022). Systema vprav z navchannia fonetyky turetsʹkoi movy [Exercise system for teaching Turkish phonetics]. Aktualni Pytannia Humanitarnykh Nauk, 48(1), 138-141. https://doi.org/10.24919/2308-4863/48-1-20 (In Ukrainian).
Andrushchenko, D. (2021, March 19). Vykorystannia skoromovok dlia formuvannia fonetychnykh navychok na zaniattiakh z turetsʹkoi movy [Using tongue twisters to develop phonetic skills in Turkish classes] [Conference proceedings of the II International Scientific and Methodological Conference]. Oriental Studies. Relevance and Prospects (pp.78-81). HS Skovoroda Kharkiv National Pedagogical University, Ukraine. https://bit.ly/3FpsCR3. (In Ukrainian).
Bachynska, I. A. (2016) Formuvannia anhlomovnoi linhvosotsiokulturnoi kompetentsii uchniv starshoi shkoly. [Formation of English-language linguo-sociocultural competence among senior school students]. [PhD thesis]. Taras Shevchenko National University of Kyiv. (In Ukrainian).
Baizhanova, A. (2020). Competency-based approach in methodology of foreign language teaching. Bulletin of Aktobe Regional University named after K. Zhubanov, 3(61), 80-86. https://bit.ly/3SVpTlo
Bakhtin, M. M. (1986). Speech genres and other late essays (V. W. McGee, Trans.; C. Emerson & M. Holquist, Eds.). University of Texas Press. https://archive.org/stream/SpeechGenresAndOtherLateEssays/Speech+Genres+and+Other+Late+Essays_djvu.txt
Bashkyrova, O. (2024). Model analizu modernistskoi novely u protsesi pidhotovky studentiv osvitnikh spetsialnostei do vykladannia v serednii shkoli. [Model for analyzing modernist novels in the process of preparing students of educational specialties for teaching in secondary school.] Ars Linguodidacticae, 14(2), 22–38. https://doi.org/10.17721/2663-0303.2024.2.02 (In Ukrainian)
Bets, I. O., & Bets, Yu. (2019). Rozvytok movlennievykh umin u maibutnikh ofitserivprykordonnykiv na zaniattiakh z turetsʹkoi movy dlia profesiinykh potreb [Development of language skills in future border officers in Turkish language classes for professional purposes]. Visnyk Natsionalnoi Akademii Derzhavnoi Prykordonnoi Sluzhby Ukrainy, 4. (In Ukrainian).
Betsenko, T. P. (2017). Vydy analizu khudozhnoho tekstu. [Types of Literary Text Analysis]. Bulletin of Lviv University. Philological Series, 64 (2), 239-244. http://dx.doi.org/10.30970/vpl.2017.64.9707. (In Ukrainian).
Boas, F. (2015). The mind of primitive man. Forgotten Books.
Chelli, S., & Khouni, W. (2011). The competencybased approach in high education. Revue Elwahat, 3(2), 91-105. https://asjp.cerist.dz/en/article/13755
Demirezen, M. (2011). The foundations of the communicative approach and three of its applications. Journal of Language and Linguistic Studies, 7(1), 57-71. https://www.jlls.org/index.php/jlls/article/view/104/104
Dzhyhora, N. O. (2019). Suchasni pidkhody do navchannia turetskoi movy v kontsepti Novii ukrainskiy shkoli [Modern approaches to teaching Turkish in the context of the New Ukrainian School]. In H. O. Vaskivska (Ed.), Osvita XXI stolittia: teoriia, praktyka, perspektyvy: Materialy Pershoi mizhnarodnoi naukovo-praktychnoi internet-konferentsii. Dydaktyka: teoriia i praktyka (pp. 139–142). Fenyks. (In Ukrainian).
Ersyozoglu, R. (2017). Navchannia turetskoi movy ukrainskykh studentiv shliakhom doluchennia yikh do turetsʹkykh tradytsii [Teaching Turkish to Ukrainian students through immersion in Turkish traditions]. Pedagogical Almanac, 35, 115–122. (In Ukrainian).
Fatianova, K. (2022, May 6). Pryntsypy vidboru materialiv dlia domashnoho chytannia pry vyvchenni turetsʹkoi movy [Principles of selecting materials for home reading in Turkish language learning]. [Materials of the III International Scientific and Methodological Conference]. Oriental Studies: Relevance and Prospects. (pp. 140–142). Kharkiv National Pedagogical University named after H. S. Skovoroda, Ukraine. (In Ukrainian).
Gao, F. (2006). Language is Culture: On Intercultural Communication. Journal of Language and Linguistics, 5(1), 58-68.
Hadamer, H.-H. (2000). Istyna i metod. Hermenevtyka I. Osnovy filosofskoi hermenevtyky (Vol.1) [Truth and Method. Hermeneutics I. Fundamentals of Philosophical Hermeneutics] (trans. from German). Yunivers. (In Ukrainian).
Iahupov, V., & Svystun, V. (2007). Kompetentnisnyi pidkhid do pidhotovky fakhivtsiv u systemi vyshchoi osvity. [Competency-based approach to training specialists in the higher education system]. Naukovi Zapysky. Pedahohichni, Psykholohichni Nauky ta Sotsialna Robota, 71, 3-8. (In Ukrainian)
Ivanyshyn, V. (2006). Interpretatsiia literaturnoho tvoru [Interpretation of a literary work]. http://dontsov-nic.com.ua/interpretatsiyaliteraturnoho-tvoru/ (In Ukrainian).
Khouni, O., & Boudjelal, A. (2019). Introducing the target language culture to EFL learners to enhance sociocultural competence. Arab World English Journal, 10, 438-.447 http://dx.doi.org/10.2139/ssrn.3466046.
Kindras, I. V. (2016). Navchannia usnoho turetskoho monolohichnoho movlennia studentiv movnykh spetsialnostei (pochatkovyi riven) [Teaching Turkish monologue speech to language students (elementary level)] [PhD thesis]. Kyiv Taras Shevchenko National University of Kyiv. (In Ukrainian).
Klimchuk, Y. V. (2020). Formuvannia linhvosotsiokulturnoi kompetentnosti uchniv starshykh klasiv na urokakh anhliiskoi movy. [Formation of linguo-sociocultural competence among senior high school students in English lessons]. Zhytomyr State University named after Ivan Franko. (In Ukrainian).
Konotop, O. (2020). Suchasni pidkhody do formuvannia u maibutnikh uchyteliv pochatkovoi shkoly anhlomovnoi navchalno-stratehichnoi kompetentnosti. [Modern approaches to the formation of English-language educational-strategic competence among future primary school teachers]. Bulletin of Kyiv National Linguistic University. Series: Pedagogy and Psychology, 33, 39-46. (In Ukrainian).
Korchynska, N. M. (2021, April 23). Eklektchnyi metod u vykladanni turetskoi movy [Eclectic method in teaching Turkish] [Materials of the XI Interuniversity Scientific and Practical Online Conference]. Inshomovna Pidhotovka Pratsivnykiv OVS ta Fakhivtsiv iz Prava (pp. 58–60). Kyiv, National Academy of Internal Affairs, Ukraine. (In Ukrainian).
Korol, S. V. (2012). Komunikatyvnyi pidkhid u navchanni inozemnykh mov. [Communicative approach in foreign language learning]. Pedagogical Discourse, 11, 133-136. (In Ukrainian).
Makulova, A. T., Alimzhanova, G. M., Bekturganova, Z. M., Umirzakova, Z. A., Makulova, L. T., & Karymbayeva, K. M. (2015). Theory and practice of competency-based approach in education. International Education Studies, 8(8), 183-192. https://doi.org/10.5539/ies.v8n8p183
Osadcha, N. V. (2018). Formuvannia u starshoklasnykiv linhvosotsiokulturnoi kompetentnosti v anhlomovnomu chytanni na urokakh krainoznavstva. [Formation of linguo-sociocultural competence among senior high school students in English-language reading during country studies lessons] [PhD thesis]. Kyiv National Linguistic University. (In Ukrainian).
Pokrovska, I. L. (2021). Osvitno-profesiina prohrama: turetska mova i literatura ta pereklad, anhliiska mova. Riven vyshchoi osvity: dryhii (mahisterskyi). [Educational and professional program: Turkish language and literature and translation, English language. Master's degree]. Taras Shevchenko National University of Kyiv. https://philology.knu.ua/osvitni-prohramy/mahistraoop-pnd-den/035-068-m-sfzpt/. (In Ukrainian).
Pakhomova, T. O., & Senchenko, Y. S. (2013). Formuvannia anhlomovnoi komunikatyvnoi kompetentnosti studentiv-filolohiv v umovakh linhvosotsiokulturnoho pidkhodu. [Formation of Englishlanguage communicative competence in philology students under the linguo-sociocultural approach]. Bulletin of Dnipropetrovsk Alfred Nobel University. Pedagogy and Psychology, 1, 59-64. (In Ukrainian).
Ryzhankova, D. V. (2014). Metodyka vykladannia turetsʹkoi movy na pochatkovomu etapi [Methods of teaching Turkish at the beginner level]. Movni i kontseptualni kartyny svitu, 47(2), 242–256. (In Ukrainian).
Samochornova, O. A. (2010). Informatsiina nasychenist ta informatyvnist tekstu. [Information density and informativeness of text]. Bulletin of Zhytomyr State University named after Ivan Franko, 52, 225-228. (In Ukrainian).
Selivanova, O. O. (2008). Suchasna linhvistyka: napriamy ta problem. [Modern linguistics: directions and problems]. Dovkillya-K. (In Ukrainian).
Semian, N. V. (2019) Formuvannia u maibutnikh filolohiv anhlomovnoi linhvosotsiokulturnoi kompetentnosti v chytanni zasobamy poetychnoho tvoru [Formation of English-language linguosociocultural competence among future philologists through reading poetry] [PhD thesis]. Taras Shevchenko National University of Kyiv. (In Ukrainian).
Shovkovyi, V. M. (2011). Metodychna systema navchannia davnohretskoi movy maibutnikh filolohiv na zasadakh hermenevtychnoho pidkhodu [Methodological system for teaching Ancient Greek to future philologists based on the hermeneutic approach] [Doctoral dissertation]. National Pedagogical Dragomanov University. (In Ukrainian).
Shovkovyi, V., Valenton, I., Druzhchenko, T., & Semian, N. (2021). Suchasni pidkhody ta pryntsypy navchannia inozemnykh mov u ZVO [Modern approaches and principles of teaching foreign languages in HEIs]. In V. Shovkovyi (Ed.), Metodyka navchannia inozemnykh mov u zakladakh vyshchoi osvit (pp. 5–13). Liv-prynt. (In Ukrainian).
Skrazlovska, I. A., & Prokopchuk, K. S. (2021, March 19). Zhanrovi osoblyvosti turetskykh mani ta sposoby yikh vykorystannia na zaniattiakh z turetskoi movy [Conference proceedings of the II international scientific and methodological conference]. Oriental Studies. Relevance and Prospects (pp.96-98). HS Skovoroda Kharkiv National Pedagogical University, Ukraine. https://bit.ly/3FpsCR3. (In Ukrainian).
Stopar-Aiar, H. Y. (2020). Osvitno-profesiina prohrama: Turetska mova i literatura ta pereklad, anhliiska mova. Riven vyshchoi osvity: pershyi (bakalavrskyi). [Educational and professional program: Turkish language and literature and translation, English language (Bachelor level)]. Taras Shevchenko National University of Kyiv. https://philology.knu.ua/osvitni-prohramy/bak-opysyop-ta-proh-nd/014-029-b-t/. (In Ukrainian).
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright policy according to the terms of the license: Creative Commons "Attribution-NonCommercial" 4.0 International (CC BY-NC 4.0).
Authors who publish their articles in "Ars Linguodidacticae" (Open Access Journal) retain the following rights:
- The authors retain the copyright of their article and grant the Ars Linguodidacticae journal the right to first publish the manuscript of their article under the Creative Commons (CC BY-NC 4.0) Attribution License, which allows others to freely distribute the published work with mandatory reference to the author of the original work and first original publication in the Ars Linguodidacticae journal. An indication of the retention of the copyright of the work is provided on the title page of the article.
- The authors reserve the right to enter into separate contracts for the non-exclusive distribution of their article as published in Ars Linguodidacticae (e.g., placing the article in electronic libraries, archives and catalogs or publishing it as part of institute collections and monographs), provided that a full reference to the first original publication in Ars Linguodidacticae is given.
- The policy of the "Ars Linguodidacticae" journal allows and encourages authors to post a manuscript both before and during editorial processing, as this promotes productive scientific discussion and has a positive effect on the speed and dynamics of citing the article.
The editorial board reserves publishing rights to:
- the collated original articles and to the entire issue of the journal.
- the design of the journal and original illustrative and supplementary materials.
- the reprint reprints of the Journal in printed and electronic form.
The copyright policy is carried out according to the terms of the license: Creative Commons "Attribution-NonCommercial" 4.0 International (CC BY-NC 4.0).
For more information, please read the full text of the CC BY-NC 4.0 Public License.
Creative Commons Attribution-NonCommercial 4.0 International License.
