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Yabancı Dil Olarak Türkçe Öğretiminde Yabancıların Eşdizimsel Örüntüleri Algılamaları

Yıl 2021, Sayı: 36, 23 - 46, 12.07.2021

Öz

Yabancı dil olarak Türkçe öğretiminin son zamanlarda önemi artmış ve çalışmalar ivme kazanmıştır. Bu anlamda dikkat edilmesi gereken bir konu da günlük dilde sıkça karşılaşılan çok anlamlı eşdizimlerdir. Bu yapılar başka kelimelerle bir araya gelip farklı anlamlar ifade eden kelime gruplarıdır. Pek çok dilde eşdizimsel yapıların problemli bir konu olduğu belirtilmiş ve üzerinde durulması gerektiği vurgulanmıştır. Mevcut çalışma ikinci dil olarak Türkçe öğrenen ve dilde belirli yetkinliğe ulaşmış bireylerin mecaz anlama gelen eşdizimsel örüntülere ne derece hâkim olduklarını nitel olarak ölçmeyi amaçlamıştır. Yapıların ad+ad ve ad+eylem olma durumları da incelenmiş ve cümle içindeki kullanımlarına dikkat çekilmiştir. Bunun haricinde dil öğrenenlerin eğitim seviyeleri, Türkçe öğrenme süreleri, sertifikaları ve Türkiye’de bulunma süreleri kıyaslanarak bu faktörlerin etkisi betimsel olarak incelenmiş ve yabancı dil olarak Türkçe alanına katkı sağlayacak öneriler sunulmuştur. Araştırmanın sonucunda Türkçede yetkin seviyeye ulaşmış katılımcıların bile yapılara yeterince hakim olmadığı görülmüş ve ad+eylem şeklinde oluşturulan yapıların ad+ad yapılara göre daha zor anlaşıldığı ortaya çıkmıştır. Ayrıca eğitim seviyesi, Türkçe öğrenme süresi ve Türkiye’de bulunma süreleri arttıkça yapılara hakimiyetin arttığı görülmüş fakat sertifikanın bu yapıların bilinmesinde bir önemi olmadığı belirtilmiştir.

Kaynakça

  • Ahrens, K., Liu, H.-L., Lee, C.-Y., Gong, S.-P., Fang, S.-Y., & Hsu, Y.-Y. (2007). Functional MRI of Conventional and Anomalous Metaphors in Mandarin Chinese. Brain and Language, 100(2), 163-171. https://doi.org/10.1016/j.bandl.2005.10.004
  • Altıkulaçoğlu, S. (2010). Yabancı Dil Sınıflarında Eşdizimli Sözcük Öğretimi ve Anadilinin Rolü. Dil Dergisi, 148, 37-52.
  • Bahns, J. (1993). Lexical Collocations: A Contrastive View. ELT Journal, 47(1), 56-63. doi:10.1093/elt/47.1.56
  • Baker, M. C. (2003). Lexical Categories: Verbs, Nouns and Adjectives, Cambridge, Cambridge University Press.
  • Barber, H., Kousta S.-T., Otten, L. J., & Vigliocco, G. (2010). Event-Related Potentials to Event-Related Words: Grammatical Class and Semantic Attributes in the Representation of Knowledge. Brain Research, 1332, 65-74. https://doi.org/10.1016/j.brainres.2010.03.014
  • Boers, F., & Webb, S. (2015) Gauging the Semantic Transparency of Idioms: Do Natives and Learners See Eye to Eye? R.R. Heredia & A.B. Cieślicka (Dü.) içinde, Bilingual Figurative Language Processing (s. 368-392). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139342100.018
  • Carrol, G., Littlemore, J., & Gillon-Dowens, M. (2018). Of False Friends and Familiar Foes: Comparing Native and Non-native Understanding of Figurative Phrases. Lingua, 204, 21-44.
  • Çetinkaya, B. (2009). Eşdizimli Sözlükler. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 4(4), 196-206.
  • Croft, W. (2001). Radical Construction Grammar: Syntactic Theory in Typological Perspective. Oxford: Oxford University Press.
  • Croft, W., & Cruse, D. A. (2004). Cognitive Linguistics. Cambridge: Cambridge University Press.
  • Demir Atalay, T. (2012). İlköğretim Sekizinci Sınıf Türkçe Ders Kitaplarındaki Hikâye Metinlerinde Yer Alan Değer Unsurlarının Eşdizimsel Örüntülemeler Açısından Görünümleri. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 7(2), 1063-1078. https://doi.org/10.7827/TurkishStudies.3200
  • Doğan, N. (2015). Türkçe Sözlük'te Fiilsel Eşdizimlilik. Gazi Türkiyat, (17), 67-84.
  • Evans, V. & Green, M. (2006). Cognitive Linguistics: An Introduction. Edinburgh: Edinburgh University Press.
  • Firth, J. (1968). A Synopsis of Linguistic Theory, 1930-55. F. R. Palmer (Dü.) içinde, Selected Papers of J. R. Firth (1952-59) (s. 168-205). London: Longmans.
  • Firth, J. R. (1957). Papers in Linguistics, 1934-1951. London: Oxford University Press.
  • Gentner, D. (1981). Verb semantic structures in memory for sentences: Evidence for componential representation. Cognitive Psychology, 13(1), 56–83.
  • Gibbs, R. W. (1994). The Poetics of Mind: Figurative Thought, Language, and Understanding. Cambridge: Cambridge University Press.
  • Giora, R. (1997). Understanding Figurative and Literal Language: The Graded Salience Hypothesis. Cognitive Linguistics, 8(3), 183-206.
  • Giora, R. (1999). On The Priority of Salient Meanings: Studies of Literal and Figurative Language. Journal of Pragmatics, 31(7), 919-929.
  • Halliday, M. A. K. (1966). Lexis as a Linguistic Level. C. E. Bazell, C. Catford, M. A. K. Halliday, & R. H. Robins (Dü.) içinde, In Memory of J.R. Firth (s. 148-162). London: Longman.
  • Hill, J. (2000). Revising Priorities: From Grammatical Failure to Collocational Success. M. Lewis (Dü.) içinde, Teaching Collocation: Further Developments in the Lexical Approach (s. 47-69). Hove, UK: Language Teaching Publications.
  • Kövecses, Z. (2001). A cognitive linguistic view of learning idioms in an FLT context. M. Pütz, S. Niemeier, & R. Dirven (Dü) içinde, Applied cognitive linguistics II: Language pedagogy (s. 87– 115). Berlin: De Gruyter Mouton.
  • Lakoff, G. (1986). The Meanings of Literal. Metaphor and Symbolic Activity, 1(4), 291-296.
  • Lakoff, G., & Johnson, M. (1999). Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought. New York: Basic Books.
  • Lewis, M. (1997). Implementing the Lexical Approach: Putting Theory into Practice. Hove, UK: Language Teaching Publications.
  • Lewis, M. (2000). Learning in the Lexical Approach. M. Lewis (Dü.) içinde, Teaching Collocation: Further Developments in the Lexical Approach (s. 173-174). England: Language Teaching Publication.
  • Lewis, M. (2002). The Lexical Approach: The State of ELT and A Way Forward. London: Thomson-Heinle.
  • Macis, M., & Schmitt, N. (2017). Not Just ‘Small Potatoes’: Knowledge of the Idiomatic Meanings of Collocations. Language Teaching Research, 21(3), 321-340.
  • Miao, R. (2015). Second Language Acquisition: An Introduction. International Encyclopedia of the Social & Behavioral Sciences (2nd ed.), 21, 360-367. https://doi.org/10.1016/B978-0-08-097086-8.92096-8
  • Nesselhauf, N. (2003). The Use of Collocations by Advanced Learners of English and Some Implications for Teaching. Applied Linguistics, 24(2), 223-242. doi:10.1093/applin/24.2.223
  • Ördem, E. (2013). Türkçe Öğretiminde Leksikal Yaklaşım: Bir Eşdizimlilik Çalışması Modeli Önerisi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (11), 905-931. doi:10.14520/adyusbd.489
  • Sapir, E. (1949). Language: an introduction to the study of speech. New York: Harcourt, Brace & Co.
  • Schmitt, N., Redwood, S. (2011). Learner knowledge of phrasal verbs: a corpus-informed study. In: Meunier, F., De Cock, S., Gilquin, G., Paquot, M. (Eds.), A taste for corpora: In honour of Sylviane Granger (pp. 173–209). Amsterdam: John Benjamins.
  • Vigliocco, G., Vinson, D. P., Druks, J., Barber, H., & Cappa, S. F. (2011). Nouns and Verbs in the Brain: A Review of Behavioural, Electrophysiological, Neuropsychological and Imaging Studies. Neuroscience and Biobehavioral Reviews, 35(3), 407-426.
  • Wolter, B., & Gyllstad, H. (2013). Frequency of Input and L2 Collocational Processing: A Comparison of Congruent and Incongruent Collocations. Studies in Second Language Acquisition, 35(3), 451-482. https://doi.org/10.1017/S0272263113000107
  • Yamashita, J., & Jiang, N. (2010). L1 Influence on the Acquisition of L2 Collocations: Japanese ESL Users and EFL Learners Acquiring English Collocations. TESOL Quarterly, 44(4), 647-668.

Collocational Perceptions of Foreigners in Teaching Turkish as a Foreign Language

Yıl 2021, Sayı: 36, 23 - 46, 12.07.2021

Öz

Awareness of the importance of teaching Turkish as a foreign language has recently increased, and studies of it have gained importance. One important issue is that of polysemous collocations, which are frequently encountered in everyday language. These structures are composed of words that often appear with other words and carry a meaning different than their literal sense. This qualitative study measured the degree of understanding of polysemous collocations in individuals who are learning Turkish as a second language and who have reached a certain level of competence. Combinations of the types noun + noun and noun + verb were examined, and their uses in the sentence were observed. The language learners’ level of education, amount of time spent studying Turkish, formal levels of competence achieved, and time of residence in Turkey were investigated in relation to these learners’ knowledge of figurative collocations. It was found that even participants who have achieved competency in Turkish have insufficient command of these structures; further, structures in the form noun + verb are more difficult to understand than noun + noun structures. In addition, as level of education, duration of Turkish learning, and stay in Turkey increased, the mastery of the structures grew. However, having formal certification of achievement was not important in being competent in these structures. This study provides suggestions for future study of Turkish as a foreign language.

Kaynakça

  • Ahrens, K., Liu, H.-L., Lee, C.-Y., Gong, S.-P., Fang, S.-Y., & Hsu, Y.-Y. (2007). Functional MRI of Conventional and Anomalous Metaphors in Mandarin Chinese. Brain and Language, 100(2), 163-171. https://doi.org/10.1016/j.bandl.2005.10.004
  • Altıkulaçoğlu, S. (2010). Yabancı Dil Sınıflarında Eşdizimli Sözcük Öğretimi ve Anadilinin Rolü. Dil Dergisi, 148, 37-52.
  • Bahns, J. (1993). Lexical Collocations: A Contrastive View. ELT Journal, 47(1), 56-63. doi:10.1093/elt/47.1.56
  • Baker, M. C. (2003). Lexical Categories: Verbs, Nouns and Adjectives, Cambridge, Cambridge University Press.
  • Barber, H., Kousta S.-T., Otten, L. J., & Vigliocco, G. (2010). Event-Related Potentials to Event-Related Words: Grammatical Class and Semantic Attributes in the Representation of Knowledge. Brain Research, 1332, 65-74. https://doi.org/10.1016/j.brainres.2010.03.014
  • Boers, F., & Webb, S. (2015) Gauging the Semantic Transparency of Idioms: Do Natives and Learners See Eye to Eye? R.R. Heredia & A.B. Cieślicka (Dü.) içinde, Bilingual Figurative Language Processing (s. 368-392). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139342100.018
  • Carrol, G., Littlemore, J., & Gillon-Dowens, M. (2018). Of False Friends and Familiar Foes: Comparing Native and Non-native Understanding of Figurative Phrases. Lingua, 204, 21-44.
  • Çetinkaya, B. (2009). Eşdizimli Sözlükler. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 4(4), 196-206.
  • Croft, W. (2001). Radical Construction Grammar: Syntactic Theory in Typological Perspective. Oxford: Oxford University Press.
  • Croft, W., & Cruse, D. A. (2004). Cognitive Linguistics. Cambridge: Cambridge University Press.
  • Demir Atalay, T. (2012). İlköğretim Sekizinci Sınıf Türkçe Ders Kitaplarındaki Hikâye Metinlerinde Yer Alan Değer Unsurlarının Eşdizimsel Örüntülemeler Açısından Görünümleri. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 7(2), 1063-1078. https://doi.org/10.7827/TurkishStudies.3200
  • Doğan, N. (2015). Türkçe Sözlük'te Fiilsel Eşdizimlilik. Gazi Türkiyat, (17), 67-84.
  • Evans, V. & Green, M. (2006). Cognitive Linguistics: An Introduction. Edinburgh: Edinburgh University Press.
  • Firth, J. (1968). A Synopsis of Linguistic Theory, 1930-55. F. R. Palmer (Dü.) içinde, Selected Papers of J. R. Firth (1952-59) (s. 168-205). London: Longmans.
  • Firth, J. R. (1957). Papers in Linguistics, 1934-1951. London: Oxford University Press.
  • Gentner, D. (1981). Verb semantic structures in memory for sentences: Evidence for componential representation. Cognitive Psychology, 13(1), 56–83.
  • Gibbs, R. W. (1994). The Poetics of Mind: Figurative Thought, Language, and Understanding. Cambridge: Cambridge University Press.
  • Giora, R. (1997). Understanding Figurative and Literal Language: The Graded Salience Hypothesis. Cognitive Linguistics, 8(3), 183-206.
  • Giora, R. (1999). On The Priority of Salient Meanings: Studies of Literal and Figurative Language. Journal of Pragmatics, 31(7), 919-929.
  • Halliday, M. A. K. (1966). Lexis as a Linguistic Level. C. E. Bazell, C. Catford, M. A. K. Halliday, & R. H. Robins (Dü.) içinde, In Memory of J.R. Firth (s. 148-162). London: Longman.
  • Hill, J. (2000). Revising Priorities: From Grammatical Failure to Collocational Success. M. Lewis (Dü.) içinde, Teaching Collocation: Further Developments in the Lexical Approach (s. 47-69). Hove, UK: Language Teaching Publications.
  • Kövecses, Z. (2001). A cognitive linguistic view of learning idioms in an FLT context. M. Pütz, S. Niemeier, & R. Dirven (Dü) içinde, Applied cognitive linguistics II: Language pedagogy (s. 87– 115). Berlin: De Gruyter Mouton.
  • Lakoff, G. (1986). The Meanings of Literal. Metaphor and Symbolic Activity, 1(4), 291-296.
  • Lakoff, G., & Johnson, M. (1999). Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought. New York: Basic Books.
  • Lewis, M. (1997). Implementing the Lexical Approach: Putting Theory into Practice. Hove, UK: Language Teaching Publications.
  • Lewis, M. (2000). Learning in the Lexical Approach. M. Lewis (Dü.) içinde, Teaching Collocation: Further Developments in the Lexical Approach (s. 173-174). England: Language Teaching Publication.
  • Lewis, M. (2002). The Lexical Approach: The State of ELT and A Way Forward. London: Thomson-Heinle.
  • Macis, M., & Schmitt, N. (2017). Not Just ‘Small Potatoes’: Knowledge of the Idiomatic Meanings of Collocations. Language Teaching Research, 21(3), 321-340.
  • Miao, R. (2015). Second Language Acquisition: An Introduction. International Encyclopedia of the Social & Behavioral Sciences (2nd ed.), 21, 360-367. https://doi.org/10.1016/B978-0-08-097086-8.92096-8
  • Nesselhauf, N. (2003). The Use of Collocations by Advanced Learners of English and Some Implications for Teaching. Applied Linguistics, 24(2), 223-242. doi:10.1093/applin/24.2.223
  • Ördem, E. (2013). Türkçe Öğretiminde Leksikal Yaklaşım: Bir Eşdizimlilik Çalışması Modeli Önerisi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (11), 905-931. doi:10.14520/adyusbd.489
  • Sapir, E. (1949). Language: an introduction to the study of speech. New York: Harcourt, Brace & Co.
  • Schmitt, N., Redwood, S. (2011). Learner knowledge of phrasal verbs: a corpus-informed study. In: Meunier, F., De Cock, S., Gilquin, G., Paquot, M. (Eds.), A taste for corpora: In honour of Sylviane Granger (pp. 173–209). Amsterdam: John Benjamins.
  • Vigliocco, G., Vinson, D. P., Druks, J., Barber, H., & Cappa, S. F. (2011). Nouns and Verbs in the Brain: A Review of Behavioural, Electrophysiological, Neuropsychological and Imaging Studies. Neuroscience and Biobehavioral Reviews, 35(3), 407-426.
  • Wolter, B., & Gyllstad, H. (2013). Frequency of Input and L2 Collocational Processing: A Comparison of Congruent and Incongruent Collocations. Studies in Second Language Acquisition, 35(3), 451-482. https://doi.org/10.1017/S0272263113000107
  • Yamashita, J., & Jiang, N. (2010). L1 Influence on the Acquisition of L2 Collocations: Japanese ESL Users and EFL Learners Acquiring English Collocations. TESOL Quarterly, 44(4), 647-668.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Dilbilim
Bölüm Araştırma Makaleleri
Yazarlar

Murat Elmalı 0000-0002-2642-2127

Begüm Sarıdede Bu kişi benim 0000-0003-4897-793X

Yayımlanma Tarihi 12 Temmuz 2021
Yayımlandığı Sayı Yıl 2021 Sayı: 36

Kaynak Göster

APA Elmalı, M., & Sarıdede, B. (2021). Yabancı Dil Olarak Türkçe Öğretiminde Yabancıların Eşdizimsel Örüntüleri Algılamaları. Dilbilim(36), 23-46.