The use of advertisements in teaching Turkish as a foreign language

In the study, it is aimed to determine whether commercial films can be used as a tool for teaching pattern expressions in teaching Turkish as a foreign language. In accordance with the purpose of the study, exploratory sequential mixed design, one of the mixed method designs, was used. Document analysis was used in the qualitative research part of the study, and a quasi-experimental design with pre-test post-test group was used in the quantitative part. The sample of the study consists of 10 commercial films. These commercial films have been determined according to the achievements in the Common European Framework of Reference. Based on the stereotypes found in the commercials, an original activity proposal was designed to be used in teaching Turkish as a foreign language and it was applied to students learning Turkish at B1 level to measure its effects. In the fall semester of the 2022-2023 academic year, 42 B1 level students studying at the Turkish Teaching Center (TÖMER) of a state university participated in the application. The obtained data were analyzed using the SPSS21 program. The Mann Whitney-U test was used to determine the differences in the academic achievements of the experimental and control groups according to the experimental and control groups in pre-test and post-test levels. The data on the determination of the difference between the pretest and posttest levels of the academic achievement of the experimental group students and the difference between the pretest and posttest levels of the academic achievements of the control group students were obtained using the Wilcoxon test. As a result of these tests, it has been revealed that the students who study with commercial film activities in teaching Turkish as a foreign language are more successful and the activities increase academic success. For this reason, these commercials, which carry the context to the classroom for the teaching of linguistic units, can be watched in a short time, and are remarkable in terms of their editing and visuals, should be added to the textbooks in order to be used more in teaching Turkish as a foreign language, and they should be included in the learning environment by designing appropriate activities.