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Özlü söz metinleri, yapısı itibariyle gerek dil bilgisi ve gerekse dilsel açıdan zengin bir içeriğe sahiptir. Bu özellik göz önüne alındığında, özlü sözlerin Arapça derslerinde öğretimin bir parçası olarak kullanılması, öğretimin verimliliği ve öğrenmenin kalıcılığı açısından büyük önem arz etmektedir. Araştırmaya kaynaklık eden “Hadâiku’l-Hikme” isimli eserde geçen yaklaşık 150 tane özlü söz metni üzerinde incelemeler yapılmıştır. Bu bağlamda, belirlenen özlü söz metinlerinde öncelikle kullanılan dil ele alınarak bu metinler dil bilgisi ve dilsel özellikler açısından incelenmiştir. Bu doğrultuda Arap dili öğretmenlerinin, Arapça dil derslerinde adı geçen özlü söz metinlerinden “cümle çeşitleri, dilbilgisi, deyimler, çeşitli dil kalıpları, karşılaştırma, üstün tutma ve farklı gösterme, söz sanatları” gibi konu başlıklarında istifade edebileceği tespit edilmiştir. Çalışma nitel bir araştırma olup, tarama modeli kullanılmıştır. Çalışmanın veri toplama aşamasında amaçlı örneklem yöntemiyle seçilmiş özlü sözler kullanılmıştır. Amaçlı örneklem yoluyla seçilen bu metinler incelenerek dil bilgisi ve dilsel özelliklerine ilişkin veriler elde edilmiştir. Çalışmada öncelikle dilin tanımı yapılarak ardından Arapça öğretiminin önemine değinilmiş ve özlü sözler hakkında bilgi verilmiştir. Daha sonra ise, araştırmaya kaynaklık eden “Hadâiku’l-Hikme” isimli eserden alınan Arapça özlü söz metinleri incelenerek elde edilen bulgular paylaşılmıştır. Sonuç bölümde ise Arapça öğretmenlerine yönelik öneriler sunulmuştur.
Aphorism texts structurally have both grammatical and linguistically rich content. Considering this feature, the use of aphorism words as a part of teaching in Arabic lessons is of great importance in terms of the efficiency of teaching and the continuity of learning. Approximately 150 aphorism texts taken from "Hadâiku'l-Hikme" which is the source of the research were examined. In this context, primarily the language used in the mentioned aphorism texts were brought under focus, then these texts were examined in terms of grammar and linguistic features. In this direction, it is determined that Arabic language teachers can take advantage of the quoted texts mentioned in Arabic language lessons in topics like sentence types, grammar, idioms, various language patterns, comparison, supremacy, different representation, and oratory. The study was a qualitative research and the screening model was used. In the data collection phase of the study, the aphorism words chosen by the sampling method were used. The texts selected through purposive sampling were analyzed and data on their grammar and linguistic characteristics were obtained. In this study, first language was defined and then the importance of teaching Arabic was mentioned. In the following section, information about the aphorism words was provided. In the next section, the findings of the study were shared by analyzing the Arabic aphorism words from "Hadâiku'l-Hikme" which is the source of the research. In the final section, the suggestions were submitted for Arabic teachers. Structured Abstract Language is a living entity created collectively by society. Language is a mirror of the culture of the community that speaks it. Language and culture are indispensable factors for each other. It is not possible to talk about the existence of a society without a language or a language without a society. From this point of view, it is important to remember this fact when teaching and learning a foreign language. Because this perspective contributes positively to the speed of learning by increasing the motivation of the individual who learns that language. Through the language, which distinguishes humans from other living beings, the individual has the opportunity to communicate with the whole world. In our world, which is described as the global village by McLuhan, we are witnessing a rapid change every day with the impact of successive technological developments. With the effect of this change, people have started to communicate more easily. While only some proportion of society needs to learn foreign languages in the past years, when we look today, people from large masses of society tend to learn foreign languages. As the intercultural communication activities in Turkey are increasing rapidly as in other countries of the world, foreign language learning takes an important place. In the past, while the individuals limit themselves to learn only one foreign language except for their mother tongue, today they need to learn second and even third foreign language. Other reasons such as science, art, tourism activities, politics, trade, and communication are considered among the reasons that encourage individuals to learn more foreign languages. When the educational institutions in our country are examined, Arabic teaching is ranked the highest priority just after the English. The fact that Arabic is one of the well-accepted languages in the presence of the United Nations has undoubtedly carried Arabic to a more important position in our country as it is in the world. As a result; the attraction of the people towards the Arabic learning is increasing day by day and modern teaching methods and materials are needed. Various studies are carried out by experts in this field to meet this requirement. Unfortunately, these studies have not yet reached the desired level. In the process of determining the curriculum, the techniques and methods to be used in the program should be determined meticulously as to primarily develop basic language skills and use of learned skills. Arabic Aphorism texts structurally have both grammatical and linguistically rich content. Considering this feature, the use of aphorism words as a part of teaching in Arabic lessons is of great importance in terms of the efficiency of teaching and the continuity of learning. The study was a qualitative research and the screening model was used. In the data collection phase of the study, the aphorism words chosen by the sampling method were used. The texts selected through purposive sampling were analyzed and data on their grammar and linguistic characteristics were obtained. Approximately 150 aphorism texts taken from "Hadâiku'l-Hikme" which is the source of the research were examined. In this context, primarily the language used in the mentioned aphorism texts were brought under focus, then these texts were examined in terms of grammar and linguistic features. In this direction, it is determined that Arabic language teachers can take advantage of the quoted texts mentioned in Arabic language lessons in topics like sentence types, grammar, idioms, various language patterns, comparison, supremacy, different representation, and oratory. It is appropriate to employ aphorism texts in all teaching levels since they completely have a fluent (classical Arabic) language use in Arabic. They can be used in language courses both prepared for basic and advanced level students. Then, in the wake of investigations conducted in "Hadâiku'l-Hikme" named book, which is the source of our research, it was observed that Arabic aphorism words have a rich content that reflects almost all examples of Arabic grammar. In addition to the grammar samples, many figures of speech examples were discovered in the aphorism texts. Because, as is known, when the aphorism words we also use in our own language are examined in terms of literary arts, it appears that they amply include literary arts such as diagnosis, comparison, hyperbolism, oxymoron, seci', etc. The message that is intended to be given through these words is transmitted much more effectively. In the classes where the advanced level of Arabic lessons will be conducted, the advantage of aphorism texts can be taken while teaching the literary arts. Finally, the aphorism words can be used in teaching grammar and vocabulary, as well as teaching Arabic idioms and various language patterns. It has been studied out that Arabic aphorism words are extremely rich in terms of idioms and various language patterns. As long as the aphorism words are included in Arabic lessons, the vocabulary of the students will be enriched more by way of speech texts. In this way, both the student’s language skills will increase and the power of self-expression will develop further. In this study, first language was defined and then the importance of teaching Arabic was mentioned. In the following section, information about the aphorism words was provided. In the next section, the findings of the study were shared by analyzing the Arabic aphorism words from "Hadâiku'l-Hikme" which is the source of the research. In the final section, the suggestions were submitted for Arabic teachers.
Aphorism texts structurally have both grammatical and linguistically rich content. Considering this feature, the use of aphorism words as a part of teaching in Arabic lessons is of great importance in terms of the efficiency of teaching and the permanence of learning. Approximately 150 aphorism texts taken from “Hadâiku'l-Hikme" which is the source of the research were examined. In this context, primarily the language used in the mentioned aphorism texts were brought under focus, then these texts were examined in terms of grammar and linguistic features. In this direction, it is determined that Arabic language teachers can take advantage of the quoted texts mentioned in Arabic language lessons in topics like sentence types, grammar, idioms, various language patterns, comparison, supremacy, different representation, and oratory. The study was a qualitative research and the screening model was used. In the data collection phase of the study, the aphorism words chosen by the sampling method were used. The texts selected through purposive sampling were analyzed and data on their grammatical and linguistic characteristics were obtained. In this study, firstly language was defined and then the importance of teaching Arabic was mentioned. In the following section, information about the aphorism words was provided. In the next section, the findings of the study were shared by analyzing the Arabic aphorism words from "Hadâiku’l-Hikme" which is the source of the research. In the final section, the suggestions were submitted for Arabic teachers. Structured Abstract Language is a living entity created collectively by society. Language is a mirror of the culture of the community that speaks it. Language and culture are indispensable factors for each other. It is not possible to talk about the existence of a society without a language or a language without a society. From this point of view, it is important to remember this fact when teaching and learning a foreign language. Because this perspective contributes positively to the speed of learning by increasing the motivation of the individual who learns that language. Through the language, which distinguishes humans from other living beings, the individual has the opportunity to communicate with the whole world. In our world, which is described as the global village by McLuhan, we are witnessing a rapid change every day with the impact of successive technological developments. With the effect of this change, people have started to communicate more easily. While only some proportion of society needs to learn foreign languages in the past years, when we look today, people from large masses of society tend to learn foreign languages. As the intercultural communication activities in Turkey are increasing rapidly as in other countries of the world, foreign language learning takes an important place. In the past, while the individuals confine themselves to learning only one foreign language except for their mother tongue, today they need to learn second and even third foreign language. Other reasons such as science, art, tourism activities, politics, trade, and communication are considered among the reasons that encourage individuals to learn more foreign languages. When the educational institutions in our country are examined, Arabic teaching is ranked the highest priority just after the English. The fact that Arabic is one of the well-accepted languages in the presence of the United Nations has undoubtedly carried Arabic to a more important position in our country as it is in the world. As a result; the attraction of the people towards the Arabic learning is increasing day by day and modern teaching methods and materials are needed. Various studies are carried out by experts in this field in order to meet this requirement. Unfortunately, these studies have not yet reached the desired level. In the process of determining the curriculum, the techniques and methods to be used in the program should be determined meticulously as to primarily developing basic language skills and use of learned skills. Arabic Aphorism texts structurally have both grammatical and linguistically rich content. Considering this feature, the use of aphorism words as a part of teaching in Arabic lessons is of great importance in terms of the efficiency of teaching and the permanence of learning. The study was a qualitative research and the screening model was used. In the data collection phase of the study, the aphorism words chosen by the sampling method were used. The texts selected through purposive sampling were analyzed and data on their grammatical and linguistic characteristics were obtained. Approximately 150 aphorism texts taken from “Hadâiku'l-Hikme" which is the source of the research were examined. In this context, primarily the language used in the mentioned aphorism texts were brought under focus, then these texts were examined in terms of grammar and linguistic features. In this direction, it is determined that Arabic language teachers can take advantage of the quoted texts mentioned in Arabic language lessons in topics like sentence types, grammar, idioms, various language patterns, comparison, supremacy, different representation, and oratory. It is appropriate to employ aphorism texts in all teaching levels since they completely have a fluent (classical Arabic) language usage in Arabic. They can be used in language courses both prepared for basic and advanced level students. Then, in the wake of investigations conducted in "Hadâiku'l-Hikme" named book, which is the source of our research, it was observed that Arabic aphorism words have a rich content that reflects almost all examples of Arabic grammar. In addition to the grammar samples, many figures of speech examples were discovered in the aphorism texts. Because, as is known, when the aphorism words we also use in our own language are examined in terms of literary arts, it appears that they amply include literary arts such as diagnosis, comparison, hyperbolism, oxymoron, seci’, etc. The message which is intended to be given through these words is conveyed much more effectively. In the classes where the advanced level of Arabic lessons will be conducted, advantage of aphorism texts can be taken while teaching the literary arts. Finally, the aphorism words can be used in teaching grammar and vocabulary, as well as teaching Arabic idioms and various language patterns. It has been studied out that Arabic aphorism words are extremely rich in terms of idioms and various language patterns. As long as the aphorism words are included in Arabic lessons, the vocabulary of the students will be enriched more by way of speech texts. In this way, both the student's language skills will increase and the power of self-expression will develop further. In this study, firstly language was defined and then the importance of teaching Arabic was mentioned. In the following section, information about the aphorism words was provided. In the next section, the findings of the study were shared by analyzing the Arabic aphorism words from "Hadâiku’l-Hikme" which is the source of the research. In the final section, the suggestions were submitted for Arabic teachers.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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