Akademik Veri Yönetim Sistemi
13TH INTERNATIONAL NEW YORK ACADEMIC RESEARCH CONGRESS ON SOCIAL, HUMANITIES, ADMINISTRATIVE, AND EDUCATIONAL SCIENCES, New York, Amerika Birleşik Devletleri, 10 - 12 Temmuz 2025, cilt.1, ss.759-767, (Tam Metin Bildiri)
Abstract
The needs and desires of people living in our country to learn languages continue to increase day by
day. After the fall of the Berlin Wall and the unification of East and West Germany, and in addition,
when the Soviet Union, the locomotive country of the structure called the Warsaw Pact, collapsed, an
environment where winds of peace were blowing in our world emerged. This process caused an
increase in trade, tourism, technology exchange and student and teacher exchange in the field of
education between countries. All these developments increased the desire of people in our country to
go abroad to developed countries and learn a foreign language in order to have better economic
opportunities and a better and freer standard of living after the 1990s. This situation led to the coming
together of people from different cultures. In order for them to communicate and adapt easily to each
other, it became necessary to learn the culture of the country where the foreign language is learned.
These developments led to the emergence of the “intercultural approach” by adding culture to the
communicative approach, which was used effectively until the 1990s, and since then it has become
one of the most widely used foreign language teaching methods. The effective use of this method has
created a greater need for materials reflecting German culture. Starting from this point, we wanted to
reveal cultural elements by selecting one example from German and Turkish fairy tales (German fairy
tale: “Allerleirauh = Thousand and One Feathers” and Turkish fairy tale: “Tüylüce=Fluffy”) in order
to contribute to foreign language teachers, especially German language teachers. We compared the
similarities and differences in the past and present usage of the cultural elements we identified in
Turkish and German fairy tales (“promise-testament and guest-foreigner”). We presented the findings
of our analysis and evaluations in this study.
Keywords: foreign language teaching, language-culture, interculturality, fairy tale and culture