Yabancı Dil Olarak Türkçe Öğretiminde Yabancıların Eşdizimsel Örüntüleri Algılamaları

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

Murat Elmalı , Begüm Sarıdede

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.

Anahtar Kelimeler

Anlam, Gerçek, Mecaz, İkinci dil edinimi, Eşdizim

Collocational Perceptions of Foreigners in Teaching Turkish as a Foreign Language

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.

Anahtar Kelimeler

Meaning, Literal, Figurative, Second language acquisition, Collocation

Kaynakça

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