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Ana dili ile benzer dil yapılarına sahip olan yabancı bir dilin öğrenilmesi ana dil kullanıcıları için ayrı bir öneme sahiptir. Bu açıdan Türk soylulara Türkçe öğretimi, Türkçenin yabancı dil olarak öğretiminde son yıllarda öne çıkan alanlardan biri olarak göze çarpmaktadır. Bu doğrultuda çalışmada, Özbekistan’da Türkçeyi yabancı dil olarak öğrenen Özbek öğrencilerin Türkçeye ilişkin metaforik algılarının incelenmesi amaçlanmıştır. Nitel araştırma yöntemlerinden olgu bilim (fenomenoloji) desenine göre gerçekleştirilen çalışmada Sağlık Bilimleri Üniversitesinin Özbekistan’da bulunan İbni Sina Tıp Fakültesi ve Buhara İbni Sina Sağlık Hizmetleri Meslek Yüksekokulunda B1, B2 ve C1 seviyelerinde Türkçe öğrenim gören 108 Özbek öğrenciden veri toplanmıştır. Öğrencilerin Türkçeye yönelik algılarını ortaya çıkarmak amacıyla “Türkçe benim için … gibidir. Çünkü …” şeklinde eksik bırakılmış iki cümleyi yazılı olarak tamamlamaları istenmiştir. Verilerin analizinde, nitel araştırma yöntemine uygun olarak içerik analizi tekniği kullanılmış olup analiz sürecinde uzman görüşüne başvurulmuştur. Öğrencilerin metaforik algıları dilsel ve kültürel benzerlik, kolaylık-ulaşılabilirlik, zorluk-ulaşılmazlık, yenilik, işlevsellik, gereksinim, aile-yakınlık, rahatlama, sonsuzluk ve zenginlik-genişlik olarak toplam 10 kategoride değerlendirilmiştir. Değerlendirilen 10 kategori cinsiyet, yaş, dil seviyeleri ve genel akademik başarı ortalaması değişkenlerine göre incelenmiştir. Çalışma sonucunda, Türkçeye ilişkin üretilen 54 farklı metafordan ana dilim – Özbekçe, anahtar, su, arkadaş, kitap, hava, deniz ve aile metaforlarının en sık üretilen metaforlar olduğu görülmüştür.
Learning a foreign language with similar language structures has a special importance for the main language users. From this point of view, the teaching of Turkish to Turkish nobles is seen as one of the fields that have emerged in the teaching of Turkish as a foreign language in recent years. In this direction, the study aims to study the metaphoric perceptions of Uzbek students who learn Turkish as a foreign language in Uzbekistan. In the study conducted according to the fact science (fenomenology) pattern of the quality research methods, data were collected from 108 Uzbek students who saw Turkish studies at the B1, B2 and C1 levels at the Ibni Sina Medical Faculty, located in Uzbekistan. In order to reveal the perceptions of the students towards Turkish, "Turkish is like ... for me. For "the two sentences left missing in the form were requested to be completed in writing. In the analysis of data, the content analysis technique was used in accordance with the quality research method and the expert opinion was applied in the analysis process. The metaphoric perceptions of students have been evaluated in a total of 10 categories as linguistic and cultural similarity, ease-communicability, difficulty-communicability, innovation, functionality, demand, family-nearness, relaxation, eternity and wealth-wide. The 10 categories evaluated were studied by gender, age, language levels and general academic success average variables. The study found that the main limbs of 54 different metaphors produced in relation to Turkey - Uzbek, key, water, friends, books, air, sea and family metaphors were the most commonly produced metaphors.
Learning a foreign language with similar language structures to their native language is significant for native language users. In this respect, teaching Turkish to Turkic people has become one of the prominent areas in teaching Turkish as a foreign language in recent years. Therefore, this study aims to examine the metaphorical perceptions of Uzbek students who learn Turkish as a foreign language in Uzbekistan. In this study, which was carried out with the phenomenology design, which is one of the qualitative research methods, data were collected from 108 Uzbek students studying Turkish at B1, B2, and C1 levels at the Ibni Sina Medical Faculty and the Bukhara Ibni Sina Health Services Vocational School of University of Health Sciences in Uzbekistan. In order to reveal the perceptions of the students towards Turkish, they were asked to complete the missing two sentences as “For me, Turkish is like … , because … “ in written form. In the analysis of the data, the content analysis technique was used in accordance with the qualitative research method and expert opinion was consulted in the analysis process. The students' metaphorical perceptions were evaluated in a total of 10 categories: language and cultural similarity, easiness-accessibility, difficulty-inaccessibility, novelty, functionality, need, intimacy, relaxation, eternity, and wealth-profundity. 10 categories were examined according to gender, age, language levels and grade point avarage variables. As a result of the study, it was seen that the most frequently produced metaphors were my native language – Uzbek, key, water, friend, book, air, sea, and family among the 54 different metaphors produced for Turkish.
Alan : Eğitim Bilimleri; Filoloji
Dergi Türü : Uluslararası
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