Türkçenin Yabancı Dil Olarak Öğretiminde Yeni Yönelimler 2
Türkçenin Yabancı Dil Olarak Öğretiminde İsimlere Gelen Ad Eklerinin A1 Seviyesindeki Fiillere Göre İncelenmesi
Yazarlar:
İsmail AYDOĞDU Fatih Mehmet TULUMCU Esin EKŞİ
Yayın Yılı:
2020
Yayıncı:
Beşiz Yayınları
Dil:
Turkish
Disipline:
Dilbilim
Konu:
Chinese
Özet (AI):
Öz. Yabancı dil öğretiminde temel amaç öğrenenin kendisini yazılı ve sözlü olarak ifade edebilme yetkinliğine sahip olmasıdır. Özellikle sondan eklemeli bir yapıya sahip olan Türkçenin, yabancı dil olarak öğretiminde sadece kelimelerin ezberlenmesi yeterli değildir. Çünkü düşünüleni ifade etmek için seçilen kelimeler arasında birtakım durum (hal) ekleri kullanmak gerekir. Cümle içerisinde kullanılacak fiillerden önce gelen kelime ya da kelime grubuna fiillerin isimlere yönelttiği hâl eklerinden biri eklenmelidir. Fiillerin istediği bu ekler kelime ya da kelime grubuna eklenmezse cümlenin anlamında yanlışlık olabilir veya "yönelme, işaret, bulunma, ayrılma" anlamlarında daralma olur. Yabancı dil olarak Türkçe öğretiminde temel seviyede verilmeye başlanan durum (hal) eklerinin öğrenilmesi C1 sertifikası alana kadar devam eder. Yaygın dil olan İngilizcede ve sondan eklemeli olmayan diğer dillerde fiillerden önceki isimlere ya da kelime gruplarına eklenen böyle bir ek olmaması öğrencilerin bu ekleri geç öğrenmesindeki en büyük faktörlerden birisidir. Öte yandan yabancı dil olarak Türkçe öğrenen birey karşılaştığı her yeni fiilin hangi hal ekini istediğini de öğrenmesi gerekmektedir. Bu iki nedenden dolayı durum (hal) eklerinin öğrenilmesi yabancı dil olarak Türkçe öğrenen bireylerin temel seviyelerde en çok zorlandığı konulardan biri olmuştur. Bu çalışmanın amacı Türkçenin yabancı dil olarak öğretiminde A1 seviyesinde kullanılan fiillerin hangi hâl ekleri ile kullanılması gerektiğini tespit etmektir. Türkçenin yabancı dil olarak öğretiminde en çok kullanılan kitaplardan olan İstanbul Yabancılar için Türkçe kitap setinin A1 kitabı taranarak kitapta bulunan tüm fiiller tespit edilmiş ve bu fiillerin hangi hâl ekleri ile kullanıldığı incelenmiştir. Veri toplama aracı olarak doküman analizi yöntemi seçilmiştir. Bu yöntem ile belge ve bilgilerin toplanıp sistemli bir şekilde kaydının tutulması gerekmektedir bu sebeple fiiller ve fiilden önceki kelime veya kelime grupları alınarak fiillerin hangi durum eki ile kullanıldığı saptanmaya çalışılmıştır. Ders kitabı incelendiğinde fiillerin büyük çoğunluğunun ya yalın durumda ya da bir tek hal ekiyle kullanımının söz konusu olduğu görülmektedir. Yani istisna sayılabilecek bir orandaki fiilin birden fazla durumda kullanımı mevcuttur. Abstract. The main purpose of foreign language teaching is to have the competence of the learner to express himself / herself verbally and in writing. It is not enough to memorize words only in teaching Turkish as a foreign language, which has an agglutinative structure. Because it is necessary to use some state affixes among the selected words to express what is thought. To the word or word group preceding the verbs to be used in the sentence, one of the case affixes directed by verbs to nouns should be added. If these suffixes requested by the verbs are not added to the word or word group, there may be a mistake in the meaning of the sentence or there will be a narrowing in the meaning of "orientation, sign, finding, separation". Learning of the state (hal) suffixes, which are given at the basic level in teaching Turkish as a foreign language, continues until they receive C1 certificate. One of the biggest factors in students' late learning of these suffixes is that there is no such suffix added to nouns or word groups before verbs in English, which is the common language, and other nonagglutinative languages. On the other hand, the individual who learns Turkish as a foreign language should also learn which form of verb he / she wants in each new verb he encounters. For these two reasons, learning the suffixes of the situation (state) has been one of the most difficult issues for individuals learning Turkish as a
Anahtar Kelime (AI):
Textbooks
A1 Level
Case Suffix Teaching. Hal
Ismin Kendi Dışında Kalan Kelimeler Ile Münasebetini Ifade Eden Bir Gramer Kategorisi Olduğunu Ifade Eder Ve Çalışmanın Devamında "hâl Eklerinin Şumulü (kapsamı) Geriye
Istikameti (yönü) Ileriye Doğrudur; Kendisinden Önceki Unsuru Şumulleri Içine Alır
Kendilerinden Sonraki Unsura Bağlarlar
Yönelirler. Böylece Hâl Ekleri Bağlanan Iki Unsurun Ortasında Kalır. Bu Ekler Bazen Ismi Isme
Fakat Çok Defa Ismi Fiile Bağladıklarına Göre
Demek Ki Isim-fiil Münasebetinde Daima Isim Önce
Fiil Sonra Gelir." Şeklinde Ifade Ederek Türkçede Hâl Eklerinin Nasıl Incelenmesi Gerektiğine Çeşitli Vurgular Yapar. Ad Çekim Eklerini Cümlede Adlar Ile Fiiller Arasındaki Geçici Anlam Bağlarını Kurmak Üzere Adların Girdiği Durumları Karşılayan Ekler Olarak Tanımlar. Türkiye Türkçesindeki Başlıca Ad Durumları Ve Bunları Karşılayan Çekim Eklerini Yalın
Ilgi
Yükleme
Yönelme
Bulunma
Çıkma
Vasıta Ve Eşitlik Durumları Olmak Üzere Sekiz Başlık Altında Açıklar.
The Teaching Of Turkish As A Foreign Language 2
Turkish As A Foreign Language In Teaching The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names Of The Names.
Yazarlar:
İsmail AYDOĞDU Fatih Mehmet TULUMCU Esin EKŞİ
Yayın Yılı:
2020
Yayıncı:
Beşiz Yayınları
Dil:
Turkish
Disiplin:
Chinese
Konu:
Chinese
Özet:
(AI):
the self.The main objective in foreign language teaching is that the learning person has the ability to express himself in writing and verbal.It is not enough to remember only the words in the teaching of the Turkish as a foreign language, especially with an adding structure from the end.Therefore, it is necessary to use a number of state (hal) additions among the words chosen to express the thought.The word or group of words that come before the words to be used in the phrase should be added to one of the additions where the words are addressed to the names.If these attachments do not be added to the word or word group, it may be a mistake in the meaning of the phrase or a compression in the meaning of "direction, sign, finding, separation".The study of the state (hal) supplements that began to be given at the basic level in the teaching of Turkish as a foreign language continues until the C1 certificate is obtained.The absence of such an add-on to the names or word groups prior to the facts in the common language and other languages that should not be added from the end is one of the greatest factors in the student's late learning of these add-ons.On the other hand, the individual who learns Turkish as a foreign language must also learn what the new facts he encounters would like to add.Due to these two reasons, the learning of the state (hal) additions has been one of the topics that individuals who learn Turkish as a foreign language are most difficult at the basic levels.The aim of this study is to identify the facts used at the level A1 in the teaching of Turkish as a foreign language with which state additions should be used.The most commonly used books in the teaching of Turkish as a foreign language, the Turkish book set a1 for foreigners is scanned and all the facts found in the book have been identified and the facts that are used with the state additions have been studied.The method of document analysis is selected as a data collection tool.This method requires that documents and information be collected and registered in a systematic manner, so the facts and facts are used by taking the words or groups of words before the facts and facts to determine what situation the facts are used with the attachment.When the book is studied, it is seen that the majority of the facts are either in a single state or in a single state attachment.There is a number of exceptions that can be used in a number of cases.and abstract.The main purpose of foreign language teaching is to have the competence of the learner to express himself / herself verbally and in writing.it is not enough to memorize words only in teaching Turkish as a foreign language, which has an agglutinative structure.because it is necessary to use some state affixes among the selected words to express what is thought.to the word or word group preceding the verbs to be used in the sentence, one of the case affixes directed by verbs to nouns should be added.If these suffixes requested by the verbs are not added to the word or word group, there may be a mistake in the meaning of the sentence or there will be a narrowing in the meaning of "orientation, sign, finding, separation".learning of the state (hal) suffixes, which are given at the basic level in teaching Turkish as a foreign language, continues until they receive c1 certificate.One of the biggest factors in students' late learning of these suffixes is that there is no such suffix added to nouns or word groups before verbs in English, which is the common language, and other nonagglutinative languages.On the other hand, the individual who learns Turkish as a foreign language should also learn which form of verb he/she wants in each new verb he encounters.for these two reasons, learning the suffixes of the situation (state) has been one of the most difficult issues for individuals learning Turkish as a
Anahtar Kelime :
Textbooks
A1 Level
Case Suffix Teaching The Name Is A Grammatical Category That Expresses Its Association With The Words Left Outside Of Itself
And In The Continuation Of The Work "the Shumul (capture) Of The Remaining Additions Is Back
The Stability (orientation) Is Right Forward; The Element Before It Takes Into The Shumules
It Connects To The Element After It
It Directs. So
They Are In The Midst Of The Two Elements That Are Connected. This Adds Sometimes The Name
But Many Times The Name Is Linked To The Real
Meaning That In The Name-file Context
The Name Always Comes First
The Real After. In Other Words
It Is Important To Note How The Turkish Language Should Be Examined. The Name Is Defined As Add-ons That Meet The Conditions In Which The Names Enter To Establish Temporary Meaning Links Between The Names And The Facts In The Phrase. Turkey Explains The Main Name Conditions In Turkish And The Drawing Additions That Meet Them Under Eight Titles
Including Simple
Interest
Load
Direction
Finding
Exit
Means And Equality Conditions.