The Usefulness of the Azerbaijani Units to Education

If we comment on the units in general, it is emphasized that the lesson units applied in Azerbaijan can be used in real life and attained real life facilitation behaviors. Just by looking at the unit headers, we can see how clearly this is emphasized, In other words, I can say that in the educational system of Azerbaijan, the principle of closeness to life is applied more. Likewise, by looking at the names of the Azerbaijani units and the Turkish units.

we can see that the Azerbaijani units are starting from simpler to more complicated. But when we look at Turkey units, it can be interpreted that the difficulty of the first unit and the other units is the same. We can say that starting from the simplest, that is to say, the fact that the Turkish units are lacking in this regard because it is the self-reliance of the student and the change in his / her attitude towards the classroom to include simple subjects and activities that every student can easily understand 0n the other hand, we can see that the names of the Turkish units are clearer and more understandable by looking at the names of the units.

But when we look at Azerbaijani units, we can say that the names ofthe units are more complicated and contain idiomatic expressions. In general. we can say that Azerbaijani units can be more useful and educational. When we look at the topics in general, Azerbaijani subjects were given as pieces before and then focused on general structure.

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So we can say that inductive method is used. However, time issues have been started to be explained directly in Turkey, and so on, So we can say that the from simple to complex principle has not been applied. And from the beginning of the period to the end of the “times/tenses “ topics are constantly processed. Students may get bored of learning the same kind of things after a certain period of time and lose interest in the lesson.

This may cause a negative effect on students. When we look at the transfer of words to the students, the words in the Azerbaijani course book are classified according to the usage place. In my opinion, it was tried to apply the principle of proximity to life. It will become easier for students to find out what is happening if the students see what is happening in their life or what can be done in the course content. For example, in Azerbaijan, the word lists are titled “countries or objects used every day,” but they are titled “names, adjectives, adverbs and objects” in Turkey‘s book. When students see such terms, they can move away from the lesson, but if any topic is compatible with real life. it can better grasp and they can apply it.

This situation has been tried to be applied in all units and the words have been tried to be given as “names and adjectives” as some units are in the same book of Turkey, In my opinion, it is aimed to acquire students in a certain way without losing interest of the student. Moreover, in the book of Azerbaijan. reading and spelling was also emphasized. But this is not the case in the book of Turkey. It can be interpreted that importance of talking is attached again I think that giving importance to the place of daily use rather than the use of a word is more likely to contribute to the student.