الوعي المورفولوجي وتطوير المعجم الذهني لدى المتعلمين غير الناطقين باللغة العربية: المتعلمون الأتراك نموذجا

Year 2020, Issue: 54, 177 - 201, 31.12.2020

Asmaa Ait Allal Ahmet Bostancı

https://doi.org/10.29288/ilted.774646

Abstract

ارتكز اهتمام الباحثين في مجال تعليم اللغة وتعلمها على المعجم، لأنه أصبح يشكل أساس التمكن من اللغة و يعد مدخلا أساسيا لتعلمها سواء كانت لغة أولى أو ثانية. كما تتجه الدراسات الحديثة في تعليم اللغات وتعلمها إلى التأكيد على أهمية المعجم في تنمية المهارات اللغوية وتحقيق أهداف التعلم. وبما أن الرصيد المعجمي للمتعلم زاد أساسي لتطوير كفاياته اللغوية: فهما وإنتاجا، ومكون هام من مكونات امتلاك اللغة وامتلاك المعرفة بها، واعتبارا للمشاكل البيداغوجية والإكراهات التربوية التي يطرحها موضوع تعليمية المعجم، برز موضوع هذا البحث الذي يسعى إلى التحقق من مدى مساهمة الوعي المورفولوجي في تطوير المعجم الذهني العربي عند عدد من المتعلمين الأتراك غير الناطقين باللغة العربية (كلية الإلهيات بجامعة صكاريا- تركيا). وذلك بالاستناد إلى نتائج الأبحاث حول العلاقة بين الوعي اللغوي وتعلم اللغات، حيث سنؤكد على افتراض أن للسيرورات الواعية، خاصة الوعي المورفولوجي، أثر في تطوير المعجم الذهني عند المتعلمين الأتراك، وأن لذلك انعكاسات على عمليتي الفهم والإنتاج.

Keywords

اللغة العربية, تعليم اللغة العربية لغير الناطقين بها, المعجم الذهني, تطوير المعجم الذهني, الوعي المورفولوجي

Ana Dili Arapça Olmayan Öğrencilerin Zihinsel Sözlük Gelişiminde Morfolojik Farkındalığın Rolü: Türkiye Örneği

Abstract

Dil eğitim ve öğrenimi alanındaki araştırmacılar, dikkatlerini Sözlük (dile ait kelimelerin öğrenimi) konusu üzerinde yoğunlaştırmışlardır. Çünkü bu konu, bir dilde yetkin olmanın esasını teşkil eder ve ister anadil isterse yabancı dil olsun dillerin öğrenimi için temel bir başlangıç sayılır. Zira dillerin öğretimi alanındaki modern çalışmalar, dil becerilerini geliştirme ve öğrenme ile ilgili hedefleri gerçekleştirmede Sözlük’ün önemini vurgulamaktadır. Şurası bir gerçektir ki öğrenci için Sözlük’e ait birikim, dile dair anlama ve türetme becerilerini geliştirme konusunda esastır. Ayrıca bu birikim, –Sözlük öğrenim-öğretimi konusunun ilgili olduğu pedagojik sorunlar ve eğitime dair zorluklar itibariyle – dil hâkimiyetinin ve dil aracılığıyla bilgi edinim hâkimiyetinin de en önemli unsurudur. Buradan hareketle ana dili Arapça olmayan bazı Türk öğrencilerdeki (Sakarya Üniversitesi İlahiyat Fakültesi-Türkiye) morfolojik farkındalığın, onların, Arapça zihinsel sözlük gelişimlerine katkı derecesini netleştirmeye çalışan bu araştırmanın konusu ortaya çıkmıştır. Bu konu, dilsel farkındalık ile dillerin öğrenimi arasındaki ilişkiye dair araştırmaların sonuçlarına dayanarak ele alınacaktır. Bu itibarla çalışmada, farkındalık süreçlerinin –özellikle morfolojik farkındalık- Türk öğrencilerde zihinsel sözlük gelişimine etkisi olduğu ve bunun da anlama ve türetme ameliyelerinin yansımaları olduğu varsayımını teyit edeceğiz.

Keywords

Arap Dili, Ana Dili Arapça Olmayanlar İçin Arapça Eğitimi, Morfolojik Farkındalık, Zihinsel Sözlük, Zihinsel Sözlük Gelişimi

Role of Morphological Awareness in the Development of the Mental Lexicon among Non-Arabic Learners: Turkish Learners as Case Study

Abstract

The researchers' interest in the field of language teaching and learning was based on the lexicon as it represents the basis for language proficiency. As a matter of fact, it is considered as a basic input for learning it whether it is a mother tongue or a second language. Furthermore, recent studies in language teaching and learning have confirmed the importance of the lexicon in developing language skills and achieving learning goals. The lexicon is a key factor to the development of the linguistic competencies of the learner: both at the production and the understanding levels. It is also an important component of language ownership and acquiring knowledge of it while considering pedagogical problems and the educational constraints presented by the subject of educational lexicon. Taking into consideration of all what was mentioned above, we chose the subject of this research, which seeks to authenticate to which extent the morphological awareness is contributing to the development of the Arabic mental lexicon of non-Arabic speaking learners (Faculty of Theology at Sakarya University, Turkey), based on the results of researches on the relationship between linguistic awareness and language learning. We will emphasize the assumption that sensitive processes, especially morphological awareness, have an impact on the development of the lexicon. This has also implications on the processes of understanding and production.

Keywords

The Arabic Language, Teaching of Arabic to Non-native Speakers, Morphological Awareness, The Mental Lexicon, Development of the Mental Lexicon

References

• ‘Aṭṭâr, Ahmed ‘Abdülġafûr. Muḳaddimetu’ṣ-ṣiḥâh. Beyrût: Dâru’l-‘ilmi li’l-melâyîn, 2. Basım, 1979.
• ‘Ûcân, ‘Aişe. " Ta‘lîmiyyetu’l-Mu‘cemi Mefâhîmün Esâsiyya " Mecelletu’l-‘Arabiyya 4 /7 (2016), 204-242.
• Alsaeedi, Wugud A.. The Role of Morphological Awareness in Vocabulary Acquisition in English of Saudi EFL Learners. Seattle: Seattle Pacific University, Arts in Teaching English to Speakers of Other Languages, Master Research, 2017.
• Berthiaume, Rachel vd. "L’evaluation de la conscience morphologique: proposition d’une typologie des taches". Language Awareness 19/3 (August 2010), 156-158. http://dx.doi.org/10.1080/09658416.2010.482992
• Bu‘nânî, Musṭafâ, " el-Mu‘cemu’ẕ-ẕihnî fî’l-lisâniyyâti’l-ma‘rifiyyeti : Mukevvinâtuhu ve eb‘âdu intiẓamihi, ve mesârâtu’n-nefaẕi ileyh ". Mecellet Ebhâs Ma‘rifiyye 3 (2012), 41-75.
• Carlisle, Joanne F. "Fostering Morphological Processing, Vocabulary Development and Reading Comprehension". Vocabulary Acquisition: Implications for Reading Comprehension, ed. R. K., Wagner, A. E., Muse, K. R., Tannenbaum. 78-103. New York: Guilford Press, 2007.
• Carlisle, Joanne F. "Morphological awareness and early achievement". Morphological aspects of language processing. ed. L. B Feldman. 189-209. Hillsdale NJ: Erlbaum, 1995.
• Colé, Pascale vd. "Les connaissances dérivationnelles et l'apprentissage de la lecture chez l'apprenti- lecteur français du C.P. au C.E.2". L'Année Psychologique, 104/4 (2004), 701-750.
• Colé, Pascale vd. "Les connaissances dérivationnelles et l'apprentissage de la lecture chez l'apprenti- lecteur français du C.P. au C.E.2". L'Année Psychologique, 104/4 (2004), 701-750.
• Demiray Akbulut, Fatma. "Effects of morphological awareness on second language vocabulary knowledge". Journal of Language and Linguistic Studies, 13/1 (2017), 10-26.
• el-Ḫallûfî, Fâtıma. "Eseru’l-va‘yi’ṣ-ṣarfiyyi fî te‘allumi’l-ḳırâeti ". Mecelletu Külliyeti ‘Ulûmi’t-terbiyye 7 (2015), 39-45.
• el-Vedġîrî, ‘Abdulaliyy. " Ḳaḍıyyetu’l-feṣâhati fi’l-ḳâmûsi’l-‘arabiyyi’t-târîḫiyyi ". Mecelletu’l-mu‘cemiyye 5-6 (1990), 215-238.
• el-Vîzî, ‘Abdullah. " Me‘âyîru taṣavvuri ve i‘dâdi’l-kitâbi’l-medrasiyyi ". Mecelletu defâtiri’t-terbiyyeti ve’t- tekvîn. 3 (Eylül 2010), 13-18.
• İbn Manẓûr, Muhammed b. Mükerrem. Lisânü’l-ʿArab. Beyrût : Dâru ṣâdir, 3. Basım, 1997.
• Ichikawa, Shingo. "The Role of Morphological Awareness in L2 Vocabulary Development in Logographic Languages". The nagoya gakuin daigaku ronshu, Journal of Nagoya Gakuin University, 25/2 (2014). 25-37.
• Jornlin, Michael. "The role of morphological awareness in vocabulary acquisition". Langues et linguistique, 35 (2015), 57-63.
• Kuo, Li-jen- Anderson, R. C. (2006). "Morphological Awareness and Learning to Read: A Cross Language Perspective", Educational Psychologist, 41/3 (September 2006), 161- 180. https://doi.org/10.1207/s15326985ep4103_3
• Nagy, William vd. "Morphological knowledge and literacy acquisition". Journal of Learning Disabilities, 47/1 (January 2014), 3-12. https://doi.org/10.1177/0022219413509967
• Researchgate, "The contribution of morphological awareness to polymorphemic word knowledge in French-speaking 4 th –graders” (Erişim: 2 mayıs 2020). https://www.researchgate.net/publication/281099017_The_contribution_of_morphological_awareness_to _polymorphemic_word_knowledge_in_French-speaking_4_th_-graders
• Sa‘îdî, Ḫayru’d-dîn. « Vâḳi‘u ve āfâḳu ta‘lîmi’l-luġati’l-‘arabiyyeti li ġayri’n-nâtiḳîna bihâ fî Türkiye (Câmi‘atu İstanbul nemûẕecen). Ebḥâsu’l-mu’temeri es-seneviyyi el-‘âşir. Paris: Ma‘hadu İbn Sina li’l-ulûmi’l- insâniyyeti bi’t-te‘âvuni me‘a merkezi’l-Melik ‘Abdillah b. ‘Abdilazîz ed-Duvelî li ḫidmeti’l-luġati’l-‘arabiyyeti, 2016.
• Saidane Rihab. La relation entre la conscience morphologique et le vocabulaire chez les élèves francophones de quatrième année du primaire. Montréal: Université du Québec, Didactique des langues, Yüksek Lisans Tezi, 2016. https://archipel.uqam.ca/9297/
• Tyler, Andrea– Nagy, William. "The acquisition of English derivational morphology". Memory and Language, 28/6 (December 1989), 649-667. https://doi.org/10.1016/0749-596X(89)90002-8
• Wagner, Richard K. vd. "Promising avenues for better understanding implications of vocabulary development for reading comprehension". Vocabulary acquisition: Implications for reading comprehension, ed. R. K. Wagner, A. E. Muse, & K. R. Tannenbaum. New York: Guilford Press, 2007, 276–291.