Benefiting from folk narratives in teaching Turkish to foreigners in the context of cultural transfer

Teaching Turkish to foreigners has become an increasingly important field in recent years. This field is developing with both academic studies and methods and projects. However, the fact that the studies in teaching Turkish to foreigners are mostly focused on teaching grammar has pushed the cultural transfer, which is an important element of this field, into the background. Considering the cultural elements of Turkish folk literature prose genres (folk tales, tales, epics, legends and anecdotes) in order to contribute to the field, considering that it is a great deficiency for the field that our folklore (folklore) products, in which our cultural values are sensitively preserved, are rarely included in the studies examined. Turkish folk literature, being a literary field in itself, is divided into various branches as "Anonymous Turkish Folk Literature, Minstrel Literature and Religious Mystical Turkish Folk Literature". The products of the mentioned literature; people's lifestyle, ideas, beliefs, pains, joys, traditions and customs are formed by kneading. In this context, Turkish folk literature is a treasure where Turkish culture takes place with sensitivity and transparency. In teaching Turkish as a foreign language, taking into account the necessity of providing cultural transfer, making use of Turkish folk narratives gains the feature of being a serious material in grammatical and cultural context. In this study, folk narratives obtained as a result of literature review and documentary review were examined in terms of including cultural elements and were determined by considering their suitability for the study. Study; it consists of three main sections apart from introduction, conclusion and recommendations, bibliography and appendices. In order to examine the narratives in a cultural context, the cultural elements determined in the text of the "Common European Framework of Recommendations for Languages" and which are deemed appropriate to be transferred in language teaching have been reshaped and an original picture has been created based on the folk narratives formed in Turkish culture and Turkish oral tradition. The study has been shaped with the expectation that the well-known table at the point of service to the field will be beneficial in future similar studies. Key Words: Teaching Turkish to Foreigners, Cultural Transfer, Turkish Folk Narratives, Cultural Elements.