Use Of Multi-Layered Texts In Teaching Turkish Grammar As A Foreign Language

Abstract

This study reveals that multilayered texts are an effective tool in teaching Turkish grammar as a foreign language. Based on teacher perspectives, the findings indicate that when these texts are supported by strategies such as contextualization, visuals, staged learning, and student engagement, the teaching process becomes more effective. Grammar structures presented within a context help students internalize the rules more easily and make learning a more natural process. It has been observed that visual aids significantly contribute to learning, particularly by making abstract grammatical rules more concrete. Additionally, staged difficulty levels allow students to progress in a structured manner, while interactive learning activities increase motivation and enhance meaningful understanding of grammatical structures. In conclusion, the effective use of multilayered texts requires teaching materials to be structured according to proficiency levels, the enhancement of visual and contextual support, and the implementation of pedagogical strategies that encourage active student participation. This study suggests that multilayered texts should be explored in a broader educational context and applied to different student groups.