Views
21
Downloands
1
Herhangi bir dildeki bir metin ya da konuşma incelendiğinde çok sayıda eş dizim yapılarla karşılaşılmaktadır. Bu yapılar anadilde hazır olarak duyma neticesinde öğrenilip kullanılırken, yabancı bir dilin öğretiminde ise bu yapıların dilin diğer unsurlarının öğretildiği gibi öğretilmesi gerekmektedir. Bu nedenle sözcüklerin bellekte kalıcı olabilmesi ve sözcüklerin sınırlarının tespit edilmesi amacı ile dil öğretim materyallerinde eşdizimlere çokça yer verilmektedir. Başta kitaplar olmak üzere bu materyallerde eşdizim yapıların anlamsal ilişkileri üzerinde durulmakta, edinimin ölçülmesi amacı ile sorulara yer verilmektedir. Dil öğretiminde temel becerilerin hepsinde bu yapıların öğretilmesinin bir zorunluluk olması eşdizimi son yıllarda Arapça öğretiminde öne çıkan konulardan birisi haline getirmiştir. Günümüzde Milli Eğitim Bakanlığına bağlı imam hatip liselerinde verilen Arapça eğitiminde de bu durum açık bir şekilde görülmektedir. Çalışmada Bakanlık tarafından eğitim materyali olarak tercih edilen ders kitapları, eşdizimsel ifadeler açısından değerlendirilmiştir. Değerlendirme sonucunda ders kitaplarında benimsenen müfredatın bir özelliği olarak bu yapılara müstakil bir başlık altında yer verilmemekle beraber bu yapıların anlama katkısının ortaya konulması amacı ile çok sayıda farklı birliktelikteki eşdizime yer verildiği görülmüştür. Ayrıca ders kitabının çeşitli başlıklarında da bu yapıların kullanılması dil öğretiminde eşdizime karşı öğretmen ve öğrencilerde bir farkındalığın oluşturulmasının da hedeflendiği değerlendirilmektedir.
When a text or speech in any language is studied, a large number of parallel series structures are faced. These structures are taught and used as a result of hearing ready in the native language, while in the teaching of a foreign language, these structures must be taught as other elements of the language are taught. Therefore, the words can be permanent in memory and the boundaries of the words are determined in language teaching materials. The first of these books, including books, focuses on the meaningful relationships of the homogeneous structures, with the aim of measuring the acquisition. The fact that the teaching of these structures in all of the basic skills in language teaching is an obligation has made the homogeneity one of the topics that have emerged in the teaching of Arabic in recent years. This is clearly seen in the Arabic language education provided by the Ministry of National Education at the Imam Hatip High Schools today. In the study, the teaching books preferred by the Ministry as educational material, were evaluated in terms of homogeneous expressions. As a result of the evaluation in the lesson books as a characteristic of the curriculum adopted, these structures are not included under a specific title, but the contribution of these structures to the explanation of the contribution of many different associations is shown to be included in the equalization. In the various titles of the curriculum, the use of these structures in language teaching is also aimed at creating a consciousness in teachers and students against homogeneity.
When a text or speech in any language is examined, many collocations are encountered. While these structures are learned and used in the mother tongue as a result of ready hearing, in the learning of a foreign language, these structures should be taught as other elements of the language are taught. For this reason, collocations are often included in language teaching materials in order to make words permanent in memory and to determine the boundaries of words. In these materials, especially in books, the semantic relations of collocation structures are emphasized, and questions are included in order to measure their acquisition. The necessity of teaching these structures in all basic skills in language teaching has made it one of the prominent topics in Arabic teaching in recent years. Today, this situation is clearly seen in the Arabic education given in imam hatip high schools affiliated to the Ministry of National Education. In the study, the textbooks preferred as educational materials by the Ministry were evaluated in terms of collocational expressions. As a result of the evaluation, although these structures are not included under a title as a feature of the curriculum adopted in the textbooks, it has been seen that many different collocations are included in order to reveal the contribution of these structures to the meaning. In addition, it is evaluated that the use of these structures in various titles of the textbook is aimed at creating an awareness of teachers and students against collocation in language teaching.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
Article Detail 
Similar Articles
Download PDF
Journal Information
Listen Paper
Cite
Print This Page
Share
Mendeley
