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Bu çalışmanın çıkış noktasını yabancı dil eğitiminde dört temel becerinin ( dinleme, okuma, yazma, konuşma) temel özellikleri ve bu becerilerin geliştirilmesi için kullanılabilecek yöntemler oluşturmaktadır. Dil öğrenimi dört temel becerinin eşit oranda kullanımı ve geliştirilmesine bağlı olmasına rağmen, bu çalışmada dilbilgisi öğretimi üzerine ağırlık verilmektedir. Özellikle konuşma ve yazma becerileriyle direk ilintili olan dilbilgisi öğretimi konusunda bazı yöntemlerde dil öğrenimini zorlaştıran gereksiz bilgilere yer verilmektedir. Bu noktadan hareketle bu çalışmada, dilbilgisinin alt konularından biri olan düz ve dolaylı tümleçlerin dilbilgisi kitaplarında ele alınış şekli üzerinde durulmaktadır. Nesneler, dilin kaynaşmalı, eklemeli ya da bükümlü oluşuna göre morfolojik, konumsal ya da yapısal olarak tanımlanan sözdizimsel işlevlerdir ve cümlede, yüklemin gösterdiği eylemle /oluşla /durumla ilgili olan kişi ya da konu olarak görünürler. Cümlede anlatılmak isteneni tümlerler, bu yüzden Türkçede tümleç diye adlandırılırlar. Geleneksel Türkolojide nesne, belirli ya da belirsiz akuzatif durumunda olabilen ve geçişli eylemi tümleyen cümle öğesi olarak tanımlanmaktadır. Almanca bilimsel dilbilgisi ile Türkçe bilimsel ve eğitsel dilbilgisi kitaplarında düz ve dolaylı tümleç ayrımı yapılmakta ve akuzatif tümleçler dolaylı tümleç, datif tümleçler ise düz / dolaysız tümleç olarak kabul edilmektedir. Ancak bu ayrım kimseye yaramamakta ve karışıklıklara neden olmaktadır; çünkü tutarlı ölçütlere dayanmamaktadır. Ayrıca Almanca öğretiminde düz tümleç / dolaylı tümleç ayrımı yapılmaz; buna karşılık Türkçe öğretiminde ve dilbilgisinde bu ayrıma çok önem verilmektedir. Tutarlı ölçütlere dayanmayan bu ayrım anadili Türkçe olan kişilerin yabancı dil öğrenimini de zorlaştırmaktadır. Bundan dolayı, bu çalışmada bu tutarsızlıklar örneklerle açıklanıp, düz-dolaylı tümleç ayrımının gereksiz olduğu Almanca ve Türkçe cümlelerin karşılaştırmalı bir şekilde ele alınmasıyla gösterilmiştir.
The starting point of this study is the four basic characteristics of foreign language education (hearing, reading, writing, speaking) and the methods that can be used for the development of these skills. Although language learning depends on the equal use and development of the four basic skills, this study emphasizes the teaching of linguistics. In particular, unnecessary information is included in some methods of language teaching that make language learning difficult, which is directly linked to speech and writing skills. From this point to this point, this study focuses on the way of addressing the language in the books of straight and indirect allocations, which are one of the sub-themes of linguistics. Objects are wordless functions defined morphologically, locally or structurally according to the compounding, adding or curved form of the language and appear in the phrase as the person or subject relating to the act/situation/situation shown by the load. Everything that is said in the phrase, so in Turkish, they are called allleach. In Traditional Turchology, the object is defined as a phrase element that may be in a specific or uncertain accusative state and that includes the transitional action. The German scientific and educational linguistics and Turkish scientific and educational linguistics books distinguish the straight and indirect totality, and the accusative totality is considered the indirect totality, and the datif totality is considered the straight / indirect totality. But this distinction does not benefit anyone and causes confusion, because it does not rely on consistent standards. In addition, there is no distinction between straight and indirect language in the teaching of German; this distinction is very important in the teaching of Turkish and language. This distinction, which is not based on consistent standards, also makes it difficult for people who are native Turkish to learn a foreign language. Therefore, in this study, these incoherences have been explained by examples, and comparative examination of German and Turkish phrases where a straight-to-right total distinction is unnecessary.
The aim of this paper is to outline the main features of the four language skill which are listening, speaking, reading and writing and to demonstrate some useful methods in order to operate with these skills. Although language often involves the use of all four skills, for the sake of their improvement, in this study it is going to focus on grammar. Grammar rules and their intercession within some methods let to learn the foreign learners some unnecessary knowledge. The main purpose of this paper is to provide some guidelines to work with the objects. Objects are syntactic functions, which characterized depending on the morphological, positional and / or structural, whether a language is agglutinating, inflecting or fusionierend. They appear in the sentence as a person or circumstances on which relate the action / activity / operation of which are referred to in verb. They complement the predicate and therefore called in Turkish tümleç. In traditional Turkish studies, the object is defined as a phrase in the definite or indefinite accusative, which complements the transitive verb. In scientific use of language it is distinguished between the indirect and direct object. The accusative object stands for the direct object and dative object is signed in indirect object. Beside these aspects, it is focused in this paper on how the issue of "direct and indirect objects" is treated in grammars: In both German and Turkish linguistics books and Turkish textbooks, direct and indirect object distinction has been made. However, this distinction has no benefit for the language learners; furthermore, it causes confusion, as it hasn’t been done in accordance with a consistent criterion. This distinction, not having been done basing on a consistent criterion, causes difficulties for Turkish learners to learn a foreign language. To this extend, the aim of this study is to give examples to such inconsistencies in both German and Turkish and, therefore, to prove that it is no use making a distinction between direct and indirect objects.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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