Language Worldview and Action-Oriented National Folklore Elements Approach for Teaching Turkish as a Foreign Language - Paper

Oct 15, 2026

The study examines how linguistics and cultural linguistics can shape the teaching of Turkish as a foreign language through a language worldview perspective. It traces an evolution from structuralism to anthropological and cultural-studies-oriented approaches, positioning cultural linguistics and country linguistics as applied frameworks. It then investigates definitions of national folklore elements in Western European studies and argues that Turkish teaching functions as cultural diplomacy. Finally, it discusses action-oriented principles for implementing national folklore elements to form a distinct approach.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Anthropological perspective and language-thought-culture

Language dimensions: physical, spiritual, meaning

Cultural Studies from the Language Worldview

Language Worldview and Action-Oriented National Folklore Elements Approach for Teaching Turkish as a Foreign Language Aslı FİŞEKCİOĞLU1 Marmara University Abstract Linguistics studies have always influenced the field of foreign language teaching. In the 20th century, structuralism prevailed in linguistics. While language is a communication tool, language is also a structure that is formed and developed within the framework of its system. A great deal of important research has been done on these ideas. In addition, new methods and approaches inspired by the same ideas have emerged in foreign language teaching, influenced by linguistics and sub-fields of linguistics. However, the anthropological perspective observed in all fields of science in the last years of the 20th century paved the way for important studies focusing on the cultural studies approach. An applied scientific field of study inspired by the cultural studies approach is cultural linguistics. Country linguistics, a sub-field of cultural linguistics, is an applied field that researches the methods used in teaching a language as a foreign language. In this context, country linguistics has been studied based on the language worldview. Afterwards, the definition of national folklore elements in teaching Turkish as a foreign language was examined within the studies carried out in Western Europe. As a result, teaching Turkish as a foreign language is also accepted as cultural diplomacy. In order to reach a unique approach in this field, the basic principles of the action-oriented approach to national folklore elements were discussed. Keywords: Cultural linguistics, Teaching Turkish as a foreign language, Cultural diplomacy, National folklore elements. DOI: 10.29329/epasr.2022.248.16 1Dr., Institut of Turkic Studies, Marmara University,Istanbul, Türkiye, ORCID: 0000-0002-7109-9772 Correspondence: [aslifisekcioglu34@gmail.com](aslifisekcioglu34@gmail.com) Introduction The anthropological perspective observed in all branches of science in the last years of the 20th century paved the way for important studies focusing on the cultural studies approach in all fields, especially social sciences and educational sciences. It is seen that Russian linguistics researchers, who can be said to have stayed away from the structuralism movement, especially in the field of linguistics, have achieved significant results in their studies in the field of language. It is observed that the basis of these studies, which draw attention to linguistics, philology, and teaching a language as a foreign language based on the anthropological point of view, focuses on the interaction of language-thought-culture. In the century we live in, it can be said that there are important changes in the field of acquisition of a language as a mother tongue and teaching it as a foreign language, from an anthropological point of view. According to Gökberk (2018), language has a three-dimensional structure. This structure called physical, spiritual, and meaning dimensions, is valid for all languages. The sounds and fluctuations we make while speaking form the physical structure of the language. This structure of the language begins to function to understand the speech, that is, to send the message to the other party. This structure can be seen as the first element that initiates mutual agreement and understanding. However, it is not enough to hear the voices to achieve the agreement. It is essential to perceive, experience, and make sense of these sounds. At this stage, the spiritual and meaning dimension of the language comes into play. Thus, hearing sounds and making sense of these sounds can be accepted as functions of different structures in language. Therefore, it can be said that the spiritual and meaning dimensions of the language act together. Although the meaning of the sounds brings the spiritual dimension into action, an inadequacy is observed in this case. In this context, it is ne

FAQs

How does the article connect linguistics to foreign language teaching?

It explains that foreign language teaching has been influenced by different linguistics traditions, moving from structuralism toward approaches shaped by cultural studies and anthropological perspectives.

What is the role of cultural linguistics and country linguistics in the study?

Cultural linguistics is presented as an applied field inspired by cultural-studies thinking, while country linguistics focuses on methods for teaching a foreign language, specifically drawing on the language worldview.

Why is teaching Turkish as a foreign language framed as cultural diplomacy?

The article argues that using national folklore elements within teaching reflects cultural transmission, so learning and teaching Turkish also supports cultural communication beyond language mechanics.

Oct 15, 2026

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