Özet:

Abstract It is very considerable that the students make the applied studies related with the phonetics-semantics in the poems in order to express the feelings correctly. If the students can perceive the relationship between the phonetics and semantics, they can get the real sense of the atmosphere of the poems and recite them truly. In the Traditional Poetry Teaching, the students used to be asked to find out the literary arts in the poem and to make the comments and explanations of the poems. Yet, the students should have some studies on phonetic-semantic relationship suitable for the constructive approach so that the students can perceive the poems joyfully. The students realize the contributions of the phonetics and the value of the sound to the rhythm, music and the meaning of the poem in the poetry teaching related to phonetics and semantics. So thay can perceive the feelings of the poet and appropriate and enjoy the poems. If the poems are not appropriated, they have no meanings in the students' minds and can easily be forgotten. Therefore, teaching the relationship between phonetics and semantics is very crucial in Turkish and Turkish Literature Classes. The pre-service teachers educated through the method of phonetics-semantics relationship poetry analysis have been observed to comprehend the contribution of sound characteristics to the meaning of a poem and feelings conveyed by the poem more easily and they can reflect this understanding in their own readings as they have learned how to read a poem by listening to expert reading and watching its characteristics. In this method, one can calculate the score taken by words according to the score table of the words and determine the contribution of this score to sound-meaning relationship, in this way, the pre-service teachers can read the words in the poem in compliance with their meanings. As a result, the pre-service teachers trained by means of the method of phonetics-semantics relationship poetry analysis were able to comprehend the contribution of the acoustic values to the meaning of the poem and in this way they were able to read the poem in such a way as to reflect the feelings induced by the poem. The pre-service teachers educated in this way will be able to read to poems to primary school students in a proper way. And this is of great importance to provide students with the correct model. Key Words: Turkish lessons, phonetic-semantic relationship, poetry teaching, student

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