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Tarihsel süreçte çok yoğun bir etkileşim içinde bulunan Türkler ve Araplar birbirlerini dil konusunda da etkilemiş, kelime alışverişinde bulunmuşlardır. Bu durum neticesinde iki dilde telaffuzları aynı olan yüzlerce ortak kelime oluşmuştur. Bu kelimelerden bir kısmı “ kitap, kalem, hürriyet, din, sabah vb.” örneklerinde olduğu gibi her iki dilde de aynı anlamda kullanılmaktayken bir kısmı ise “ hala, fakat, fen, ustura, nar vb.” anlam bakımından çeşitli farklılıklar göstermektedir. İki dil arasındaki ortak kelimelerin çokluğu, Türkçe öğrenmek isteyen Arapların işini kolaylaştırmakla birlikte çeşitli sorunlara da neden olabilmektedir. Çünkü bu kelimelerden bir kısmı zaman içerisinde çeşitli sebeplerle anlam değişimine uğrayarak iki dil arasında yalancı eş değerlikler oluşturmuştur ve Arap öğrenenler bu türden kelimelerle karşılaştıklarında kelimeleri Arapçadaki anlam ve bağlamında kullanma eğilimi göstermekte, yazılı ve sözlü anlatımda ciddi hatalar yapmaktadırlar. Bu türden kelimelerin öğrenme-öğretme sürecinin başında bilinmesi, öğrenenin ana dilinden yapacağı olumsuz aktarımların önüne geçilebilmesi adına önem arz etmektedir. Bu çalışma nitel araştırma yöntemine göre düzenlenmiş ve nitel veri toplama tekniklerinden yapılandırılmış görüşme kullanılmıştır. Araştırmanın çalışma grubunu, Van YYÜ TÖMER’de yabancı dil olarak Türkçe öğrenen Arap uyruklu öğrenciler oluşturmaktadır. Araştırmada toplanan veriler içerik analizi aracılığıyla çözümlenmiş ve elde edilen bulgulardan hareketle yalancı eş değer kelimelerin Türkçe öğrenimine etkisi ve Arap öğrenenlerin Türkçe öğrenirken karşılaştıkları yalancı eş değer kelimelerden kaynaklı sorunların hangi boyutlarda olduğu tespit edilmeye çalışılmıştır.
The Turkish and Arabs, who were in a very intense interaction in the historical process, also influenced each other in terms of language, and found a word exchange. As a result of this situation, hundreds of common words were formed with the same pronunciation in two languages. Some of these words are "book, pen, freedom, religion, morning, etc." As in their examples, both languages are used in the same meaning, while some are "but, science, ustura, nar, etc." It shows various differences in terms of meaning. The abundance of common words between the two languages can also cause various problems while facilitating the work of the Arabs who want to learn Turkish. Because some of these words have created false equalities between the two languages by changing meaning over time, and when Arabic learners encounter such words, they tend to use the words in the meaning and context of Arabic, making serious errors in written and verbal narration. The knowledge of such words at the beginning of the learning-learning process is important to prevent negative translations from the mother tongue of learning. This study was organized according to the quality research method and used a structured conversation from the quality data collection techniques. The study group is made up of students of Arab nation who learn Turkish as a foreign language in Van YYU TOMER. The data collected in the study was analyzed through content analysis and the findings obtained by moving from the effects of false equivalent words on Turkish learning and the Arabic learners in Turkish learning were trying to identify the dimensions of the problems arising from false equivalent words they encounter.
The Turks and Arabs, who intensively interacted in historical process, affected each other on language and had dealings for word. As a result of this condition, in both languages, there has been common (loan) words with the same pronunciation. While some part of these words is used in the same meaning in both languages like “book, pencil, independence, religion, morning, etc.”, some part shows various differences in terms of meaning like “still, but, science, razor, pomegranate, etc.”. Although abundance of the common words between two languages makes the Arabs’ work easier who want to learn Turkish, it also causes various problems. Because, some part of these words formed false equivalences between two languages by undergoing meaning change with various reasons in time and the students whose mother tongue is Arabic tend to use the words in Arabic meaning and scope and make serious mistakes in written and verbal lecture when they encounter with such words. Knowing such words at the start of learning-teaching process has importance for averting the negative transfers that the learner will make from the native language. This study was arranged according to the qualitative research method and interview configured from the qualitative data collection methods was used. The Arabian citizen students learning Turkish as a foreign language in Van YYU TOMER constitute study group of the research. The data collected in the research were analyzed by way of the content analysis and it was tried to determine the effect of the false equivalent words to the Turkish learning and the extent of the problems arising from the false equivalent words faced by the Arabic learners while learning Turkish with reference to the findings obtained.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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