The Contribution of Poetry to Teaching Turkish as a Foreign Language, the Example of Sabahattin Ali

Abstract

These resources are expected to foster learner development aligned with the European Language Portfolio. Resource books generally consist of grammar, topics, and appropriate vocabulary, divided by level. Therefore, the artistic aspect of language is often overlooked in texts, and unless the learner has a personal interest, the poetic function of the language is often overlooked. However, the items added to the CEFR Companion Volume, such as reception, production, interaction, and phonology control, allow for the inclusion of poetry. Poetry is important because it encompasses this triple cycle. For poetry to contribute to language teaching, it is expected to possess certain grammatical patterns and vocabulary within its natural formation and to avoid closed and personal imagery. When evaluated in this context, Sabahattin Ali's poems appear highly suitable for teaching Turkish to foreigners in terms of theme, grammar, and vocabulary within modern Turkish literature. In addition, the existence of songs composed from these poems is noteworthy in that it can contribute to the learner's musical culture and facilitate memorization.