Investigation of studies on the use of drama technique in teaching turkish to foreigners

It is seen that teaching Turkish as a foreign language has become quite common nowadays. In addition to both political and economic relations; The fact that Turkish is an old and well-established language is thought to be an important factor in the increase in the number of foreigners learning Turkish and in motivating them to learn this language. Creative drama technique, which is used as a method in education, puts the individual in the center. to language teaching; It would be more accurate to look at it as a skill acquisition rather than imparting knowledge to the student. For this, it is very important to carry out studies for the active participation of students in the course process, and to give importance to practical education-teaching processes instead of monotonous expressions. Something learned is forgotten when it is not used. It will be possible to make learning permanent with drama. In drama, the result or the perfection of the drama is not important. The main thing is the process. Drama is not played for the audience. The important thing is that the student participates voluntarily and at the desired rate (Önder, 2012). In drama, individuals are given free environments. For this reason, students' willingness to learn languages can be aroused. (Morgül, 1999:15, cited in Özcan,2013). In creative drama activities, generally a concept, a behavior, a thought or an event is animated by making use of theater activities (Yalçın & Aytaş, 2007:24). , improvisation, role playing etc. By making use of theater or drama techniques, individuals can experience an experience, an event, an idea, an educational unit and sometimes an abstract concept or behavior by rearranging old cognitive patterns and by reviewing observations, experiences, emotions and experiences. It is to make sense of it and to revive it by going through the " processes (San, 1990, cited in Özcan, 2013). The problems encountered in life are revived with these activities. The passive student in traditional education methods is replaced by the active student with the creative drama method. Techniques such as role playing, pantomime, improvisation in creative drama It will enliven an experience, an idea, an event, a concept, with the activities in which observations and experiences are organized. There are many studies on this technique in Turkish education, but it has been observed that there are not enough studies on this technique in teaching Turkish as a foreign language. There are not enough theses and articles created with drama technique in teaching Turkish as a foreign language in the field. In the literature review conducted in the field of creative drama, very few studies have been reached on the examination of theses on the subject. It is thought that it will provide alternative support to those who will do graduate studies when choosing the subject, method and group to work with together with the studies in the field of creative drama. The coexistence of the studies that have been done will not only guide the work of individuals, but also will enable the emergence of studies with new and different perspectives. It is seen that the number of articles and postgraduate theses created with drama technique in the literature in teaching Turkish as a foreign language is low, and it is also lacking in terms of diversity. It is thought that the studies on the necessity of increasing the research on creative drama technique in the field will be increased by giving the inadequacy of the current situation. By describing the inadequacy of the studies in the field, it is aimed to draw the attention of the researchers that the creative drama technique should be increased in teaching Turkish as a foreign language. There are very few theses on this subject in the field, and it is thought that determining the subjects on which these studies are conducted will guide the researchers. Thus, this study is considered important in order to reveal the position and scope of the creative drama method in teaching Turkish as a foreign language in the literature and to guide the studies that can be done in this field. With this study, it is aimed to gain a holistic perspective to the field by examining the articles and graduate studies made with the creative drama technique. The reviewed articles and postgraduate theses will be examined in terms of both content (result, problem and suggestions) and bibliometric features (year, method, technique, genre, etc.). In this study, which was prepared to examine the postgraduate theses and articles in the field of drama technique in teaching Turkish as a foreign language in terms of various variables, it will be tried to provide a general perspective on the field of creative drama by taking into account the various variables of all licensed postgraduate theses in the YÖK national thesis Center. In the related literature, there is no study that evaluates the postgraduate theses and articles written in terms of various variables. The aim of this research is to reveal the bibliometric features and content features of postgraduate theses and articles in the field of drama in teaching Turkish as a Foreign Language. The aim of the research is to reveal the trends of articles and graduate studies in the field of drama technique in teaching Turkish as a foreign language. In the theoretical framework of the research, the place and importance of creative drama in education and its contribution to language teaching will be examined. Then, various drama techniques and features will be evaluated by mentioning the drama implementation steps. The research was conducted with the qualitative research method. Document analysis will be used as a data collection tool in the research. These postgraduate theses and articles will be analyzed and interpreted by content analysis method. Within the scope of the research, postgraduate theses were analyzed and interpreted according to the year they were written, types, research methods and designs, sample group and sample selection, data collection tools, data analysis techniques, studied themes and disciplines. In addition, the problems, conclusions and suggestions sections specified in the graduate theses were also examined.