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

Yıl 2020, Sayı: 54, 177 - 201, 31.12.2020

Asmaa Ait Allal Ahmet Bostancı

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

Öz

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.

Anahtar Kelimeler

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

Öz

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.

Anahtar Kelimeler

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

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