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Bilişsel açıdan bakıldığında, yabancı dil öğrenimi süresince, daha önceden edinilmiş olan ön bilgiler öğrenmeyi olumlu ya da olumsuz açıdan etkilemektedir. Ön bilgilerin olumlu etkisi dil transferine, olumsuz etkisi ise dil girişimine neden olmaktadır. Dil girişiminde normlardan sapmadan dolayı anlatımda ifade değişikliği, olumsuzluk, iletişim bozukluğu, anlam kayması, öğrenim sürecinin aksaması gibi sonuçlar söz konusudur. Anadil ve hedef dildeki ses bilgisel, dil bilgisel, sözcüksel ve yazımsal unsurların benzerlikleri hedef dilin öğrenimini kolaylaştırıp hızlandırırken, bu alanlardaki farklılıklar dil öğreniminde güçlüklere neden olabilmektedir. Bu çalışmada iki dilin teması sırasında dil etkisiyle oluşan ve dil karışması ya da dil müdahalesi şeklinde açıklanabilen “dil girişimi” kavramı hakkında bilgi verilecek, ardından ana dili Türkçe olup yabancı dil olarak Rusça öğrenen üniversite öğrencilerinin Rusçayı öğrenim aşamalarında ana dile bağlı olarak yaptıkları girişim hataları incelenecektir. Çalışmanın evrenini Gazi Üniversitesi Edebiyat Fakültesi Rus Dili ve Edebiyatı Bölümünde Rusça öğrenmekte olan ve ana dili Türkçe olan 1. ve 2. sınıf öğrencileri oluşturmaktadır. Çalışmanın amacı, öğrencilerin Türkiye’de Rusça öğrenim süreçlerinde ortaya çıkan söz dizimsel, sözcük bilimsel ve yazımsal girişim hatalarını örnekler yardımıyla tespit edip sınıflandırmak ve dil girişim olayını en aza indirgeyecek alternatifler sunmaya çalışmaktır. Böylece yabancı dil öğretiminde daha etkin ve verimli bir öğrenmenin gerçekleşmesi söz konusu olabilecektir.
From a cognitive point of view, during the course of foreign language learning, previously acquired pre-information affects learning in a positive or negative way. The positive effect of preliminary information on the language transfer, the negative effect on the language initiative. In the language initiative, due to the deviation from the norms, the narrative is about results such as expression change, negativity, communication disorder, meaning shift, learning process interruption. The similarities of the knowledge, language, verbal and written elements in the native and target language facilitate and accelerate the learning of the target language, while the differences in these fields can lead to difficulties in language learning. This study will provide information about the concept of "language initiative" which is formed by the language effect during the two languages' theme and can be explained in the form of a language mixture or language intervention, and then the initiative errors that the university students who learn Russian as a foreign language and the main language will be investigated in the stage of learning Russian according to the main language. The universe of study is formed by the 1st and 2nd class students who are learning Russian in the Russian Language and Literature Department of the Faculty of Literature of the University of Gazi and who are the mother tongue of Turkish. The aim of the study is to identify and classify examples of word-signal, word-signal and written initiative errors that occur in the Russian language learning processes in Turkey and to try to offer alternatives to minimize the language initiative event. This will allow for more effective and efficient learning in foreign language teaching.
When we take a look at the issue from the cognitive side, the preliminary information learned earlier affect learning positively or negatively during foreign language learning. The positive effects of preliminary information result in language transfer, while the negative effects result in interference. Consequences such as changes in the narrative, negativity, communication disorder, semantic shift and delay in the learning process due to deviations from the norm in interference. While the similarities between the phonetic, grammatical, lexical and orthographical aspects in the mother language and the target language facilitate and speed up learning the target language, the differences in these areas may cause difficulties in language learning. In this study, “interference”, which can be defined as the confusing of languages or language interference, caused by the contact of two languages, will be explained and the inference errors made by university students whose native language is Turkish and are learning Russian as a foreign language during the stages of learning Russian will be analyzed. The body of our study consists of 1st and 2nd grade students of Gazi University who are studying Russian in the Faculty of Literature Russian Language and Literature and whose native language is Turkish. The purpose of the study is to determine and classify the syntactic, lexicological and phonemical interference errors through examples and to try to present alternatives, which will minimize language interference. Thus, a more efficient and productive learning in foreign language teaching will be in question.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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