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Bu çalışmanın amacı yabancı dil olarak Türkçenin öğretiminde birleşik zamanlı fiillerin öğretilmesine yönelik konu anlatımı ve etkinlik hazırlanmasıdır. Türkçenin ses ve şekil bilgisine dayalı özelliklerinden yola çıkarak bir değerlendirme yapıldığında birleşik zamanlı fiillerin Türkçeyi yabancı dil olarak öğrenen hedef kitle için çok çeşitli zorluklara sahip olduğu ön görülmektedir. Çünkü birleşik zamanlı fiiller hem bir zamanı betimleyen hem de zamandan öte anlam betimlemelerine sahip olan karmaşık ve istisnaları olan yapılardır. Günümüzde yabancı dil öğretim ilkeleri dört temel beceriyi geliştirirken dile ait kurallar bütünü olan dil bilgisi öğretiminin de aynı anda verilmesi gerektiği zorunlu kılmaktadır. Bu bakımdan yabancı dil öğretimi hem temel dil becerileri hem de dil bilgisinden oluşan bir bütün olarak ele alınmaktadır. İşte bu durumdan yola çıkarak konu anlatımı ve etkinlikler iletişimsel yetiyi geliştirmeye yönelik olarak anlam özellikleri çerçevesinde, temel dil bilgisi kuralları da gözetilerek ele alınmıştır. Çalışmada yabancı dil olarak Türkçenin öğretiminde dil bilgisi öğretimini yeri ve önemi, birleşik zamanlı fiillerin Türkiye Türkçesindeki yeri, etkinlik temelli öğretimin gerekliliği ile ilgili kuramsal bilgilere yer verilmiştir. En son olarak da özgün olarak hazırlanılan birleşik zamanlı fiillerin öğretimi hakkında konu anlatımı ve sırasıyla dört temel dil becerisini (Dinleme, okuma, yazma ve konuşma) geliştirmeye yönelik B2 ve C1 seviyesinde etkinliklerin yer aldığı çalışmalar hazırlanmıştır. Çalışma her bir dil becerisi için birer örnek ile sınırlı tutulmuştur
The purpose of this study is to prepare the subject narrative and activity aimed at the teaching of joint-time facts in Turkish as a foreign language. When an assessment is made based on the characteristics of the Turkish language based on the sound and shape knowledge, it is predicted that the combined facts have many different challenges for the target audience learning Turkish as a foreign language. For united time facts are complex and exceptional structures that both represent a time and have meaning depicts beyond time. Today, the principles of foreign language teaching develop four basic skills while the rules of language make it compulsory that language knowledge teaching, which is a whole, should also be given simultaneously. In this regard, foreign language teaching is considered as a whole consisting of both basic language skills and language knowledge. From this situation, the subject narrative and activities are addressed in the framework of the meaning characteristics aimed at developing communication ability, and the basic language knowledge rules are also observed. In the study, the place and importance of language knowledge teaching in the teaching of Turkish as a foreign language, the place and importance of combined facts in Turkish, the theoretical information on the need for activity-based teaching was included. The study included activities at the B2 and C1 levels to develop thematic narrative and, respectively, four basic language skills (Listening, Reading, Writing and Speaking) on the teaching of the originally prepared joint-time facts. The study is limited to one example of each language skill.
The aim of this study is to prepare the lecture and activities for teaching unified time verbs in teaching Turkish as a foreign language. When an evaluation is made based on the phonetic and morphological features of Turkish, it is suggested that unified time verbs have many difficulties for the target audience learning Turkish as a foreign language. Because, unified time verbs are both complex and exceptions that describe both time and have more time-than-meaning descriptions. Today, while the principles of foreign language teaching develop the four basic skills, it is necessary that the teaching of grammar, which is the whole of language rules, should be given at the same time. In this respect, foreign language teaching is considered as a whole consisting of basic language skills and language skills. From this point of view, subject expression and activities are dealt with within the frame of meaning properties in order to improve communicative ability by taking into consideration the basic grammar rules. The teaching of grammar teaching Turkish as a foreign language in the role and importance of the study, the combined time of the verb place in Turkey Turkish, events are given based on theoretical information related to the necessity of teaching. Finally, studies on the teaching of unified timed verbs that are prepared specifically and the activities on the level of B2 and C1 in order to develop the four basic language skills (Listening, reading, writing and speaking) respectively were prepared. The study is limited to one sample for each language skill.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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