<?xml version="1.0" encoding="utf-8"?>
<articles>
  <article>
    <language>2</language>
    <publisher>Prof. Dr. Necati Demir</publisher>
    <journalTitle>ZEITSCHRIFT FÜR DIE WELT DER TÜRKEN</journalTitle>
    <issn>1868-8934</issn>
    <publicationDate>2026-04-15</publicationDate>
    <volume>18</volume>
    <issue>1</issue>
    <startPage/>
    <endPage/>
    <doi>https://doi.org/10.5281/zenodo.19366820</doi>
    <license>CC BY-NC</license>
    <publisherRecordId>1111</publisherRecordId>
    <documentType>Original Article</documentType>
    <title><![CDATA[THE REPRESENTATION OF THE ABILITY VERB IN TEACHING TURKISH AS A FOREIGN LANGUAGE: A FORM–MEANING–USE BASED PEDAGOGICAL PROPOSAL]]></title>
    <authors>
      <author>
        <name>Sinem GÖNEN KAYACAN</name>
        <affiliation>Ondokuz Mayıs Üniversitesi</affiliation>
        <orcid>0000-0002-5932-2106</orcid>
      </author>
      <author>
        <name>Yahya KURT</name>
        <affiliation>Ondokuz Mayıs Üniversitesi</affiliation>
        <orcid>0000-0002-7883-0683</orcid>
      </author>
    </authors>
    <abstract><![CDATA[This study examines how the Turkish ability verb suffix (-Abil) is presented in textbooks for teaching Turkish as a foreign language and proposes a teaching approach based on the form–meaning–use model. Using document analysis, the study investigates the following textbooks: Gazi University Turkish for Foreigners A2, Yeni Hitit Turkish for Foreigners A1–A2, Yeni İstanbul Turkish for International Students Course Book A2, and Yedi İklim Yunus Emre Institute Turkish Teaching Set A2. The results reveal that the ability verb appears at the A2 level in all the analyzed textbooks; however, its presentation is insufficient in terms of formal explanations, contextual examples, and functional meaning diversity. It is also noted that the frequency of the ability suffix is significantly higher than that of the future tense (-AcAk) and necessity (-mAlI) suffixes, which suggests that the ability verb should be prioritized in instruction. Based on Celce-Murcia & Larsen-Freeman’s form–meaning–use framework, the study recommends that the ability verb be supported with more functional, contextual, and communication-oriented activities in textbooks. Through this proposal, a grammar teaching approach aligned with the Common European Framework of Reference for Languages (CEFR) is promoted, contributing to the development of learners’ communicative competence.]]></abstract>
    <fullTextUrl>6a058de997df8</fullTextUrl>
    <keywords>
      <keyword>Ability verb</keyword>
      <keyword>teaching Turkish as a foreign language</keyword>
      <keyword>form–meaning–use model</keyword>
      <keyword>grammar pedagogy</keyword>
      <keyword>CEFR</keyword>
      <keyword>communicative grammar</keyword>
      <keyword>textbook analysis.</keyword>
    </keywords>
  </article>
</articles>




