Arapça kökenli sözcüklerin Türkçe öğrenmeye etkisine dair öğrenci görüşleri
Yükleniyor...
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İntaç Eğitim Danışmanlık LTD
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, Türkçe öğrenen Suriyeli öğrencilerin Arapça
kökenli sözcüklerin Türkçe öğretiminde kullanımına dair görüşlerini
değerlendirmektir. Çalışma grubu, Türkçe öğrenen ve yaşları 13-15
arasında değişen 34 Suriyeli öğrenciden oluşmaktadır. Çalışma
grubunun belirlenmesinde, uygun örnekleme yöntemlerinden amaçlı
örnekleme kullanılmıştır. Öğrencilere, yapılandırılmış soruları
yanıtlarken herhangi bir yönlendirme yapılmamış, sorulan soruları kendi
dilinde anladığı şekilde cevaplaması sağlanmıştır. Nitel araştırma desenli
çalışmada veriler, 2 soruluk yapılandırılmış görüşme formuyla
toplanmıştır. Formda, öğrencilere “Türkçedeki Arapça kökenli
sözcüklerin, anlam bakımından dilinizdeki sözcüklerle benzer olması,
öğrenme motivasyonunuzu nasıl etkiliyor?” ve “Türkçedeki Arapça
kökenli sözcüklerin, anlam bakımından dilinizdeki sözcüklerle farklı
olması, öğrenme motivasyonunuzu nasıl etkiliyor?” soruları sorulmuştur.
Ayrıca öğrencilerin birinci ve ikinci soru içerisinde örneklemiş oldukları,
Türkçede bulunan benzer ve farklı anlamlı Arapça kökenli sözcükler ele
alınmış, listesi çıkarılmıştır. Verilerin analizinde içerik analizi
kullanılmıştır. Çalışma sonucunda soruları öğrencilerin %50’sinin
sadece Arapçayla %26,5’inin sadece Türkçeyle %23,5’inin Türkçe ve
Arapçayla yanıtladıkları saptanmıştır. Çalışmada Arapça kökenli
sözcüklerin Türkçeyle benzer anlamlı olmasının öğrencilerin çoğunu
olumlu etkilediği tespit edilmiştir. Farklı olmasından sadece Arapça
yazan öğrencilerin etkilenmediği; ancak sadece Türkçe ile yazan
öğrenciler ile Türkçe-Arapça yazan öğrencilerin çoğunun bu durumda
zorlandıkları belirlenmiştir. Öğrencilerin benzer anlamlı sözcükleri kalem
(f=12), kitap (f=12), defter (f=8) ve saat (f=7) şeklinde; farklı anlamlıları
dolap (f=6) ve yalancı (f=6) olarak sıraladıkları belirlenmiştir.
Aim of this study was to evaluate views of the Syrian students who are learning Turkish as a foreign language on use of words of Arabic origin in teaching Turkish. The study group was consisted of 34 Syrian students who were learning Turkish and aged between 13-15. For determining the study group, purposive sampling, one of the convenience sampling methods, was used. While answering the structured questions the students were not guided and were provied to answer the questions in their own language. The data of this qualitative research design study were collected through a structured interview form consisting of 2 questions. In the form, the students were asked questions “How does the fact that Arabic words in Turkish similar in meaning to the words in your language affect your learning motivation? and “How does the fact that Arabic words in Turkish differ in meaning from the words in your language affect your learning motivation? ”. In addition, Arabic origin words in Turkish which had similar and different meaning with Arabic language and which were sampled in the first and second questions by the students were examined and list was prepared. Content analysis was employed for data analysis. As a result of the study, it was revealed that 50% of the students responded the questions only in Arabic, 26,5% of them responded only in Turkish, and 23,5% of them responded in Turkish and in Arabic. It was concluded that the fact that words of Arabic origin have similar meanings with Turkish affected most of the students positively. Moreover, it was found that the meaning-based differences of words of Arabic origin in Turkish did not affect just the students who responded the questions “only in Arabic”. However, it caused difficulty for the students who responded “only in Turkish” and “in TurkishArabic”. While the most frequently used words of similar meanings were kalem (f=12), kitap (f=12), defter (f=8) and saat (f=7), the most frequently used words of different meanings were dolap (f=6) and yalancı (f=6).
Aim of this study was to evaluate views of the Syrian students who are learning Turkish as a foreign language on use of words of Arabic origin in teaching Turkish. The study group was consisted of 34 Syrian students who were learning Turkish and aged between 13-15. For determining the study group, purposive sampling, one of the convenience sampling methods, was used. While answering the structured questions the students were not guided and were provied to answer the questions in their own language. The data of this qualitative research design study were collected through a structured interview form consisting of 2 questions. In the form, the students were asked questions “How does the fact that Arabic words in Turkish similar in meaning to the words in your language affect your learning motivation? and “How does the fact that Arabic words in Turkish differ in meaning from the words in your language affect your learning motivation? ”. In addition, Arabic origin words in Turkish which had similar and different meaning with Arabic language and which were sampled in the first and second questions by the students were examined and list was prepared. Content analysis was employed for data analysis. As a result of the study, it was revealed that 50% of the students responded the questions only in Arabic, 26,5% of them responded only in Turkish, and 23,5% of them responded in Turkish and in Arabic. It was concluded that the fact that words of Arabic origin have similar meanings with Turkish affected most of the students positively. Moreover, it was found that the meaning-based differences of words of Arabic origin in Turkish did not affect just the students who responded the questions “only in Arabic”. However, it caused difficulty for the students who responded “only in Turkish” and “in TurkishArabic”. While the most frequently used words of similar meanings were kalem (f=12), kitap (f=12), defter (f=8) and saat (f=7), the most frequently used words of different meanings were dolap (f=6) and yalancı (f=6).
Açıklama
Anahtar Kelimeler
Yabancılara Türkçe Öğretimi, Sözcük Öğretimi, Arapça Kökenli Sözcükler, Öğrenci Görüşleri, Teaching Turkish to Foreigners, Teaching Vocabulary, Words of Arabic Origin, Students’ Views
Kaynak
Turkish Studies - Language and Literature
WoS Q Değeri
Scopus Q Değeri
Cilt
14
Sayı
3
Künye
ÖZÇAKMAK H (2019). ARAPÇA KÖKENLİ SÖZCÜKLERİN TÜRKÇE ÖĞRENMEYE ETKİSİNE DAİR ÖĞRENCİ GÖRÜŞLERİ. Turkish Studies - Language and Literature, 14(3), 1479 - 1495.
