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(PDF) DİL ÖĞRETİMİNDE DİL TİPOLOJİSİNİN YERİ ÜZERİNE | Nadir Engin Uzun - Academia.edu

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TİPOLOJİSİNİN YERİ ÜZERİNE</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="3126367" href="https://ankara.academia.edu/NadirEnginUzun"><img alt="Profile image of Nadir Engin Uzun" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/3126367/1027502/21236976/s65_nadir_engin.uzun.jpg" />Nadir Engin Uzun</a></div><div class="ds-work-card--detail"></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">2013 “Dil Öğretiminde Dil Tipolojisinin Yeri Üzerine”: Yabancılara Türkçe Öğretimi El Kitabı, Yay.: Alpaslan Okur ve Mustafa Durmuş, Grafiker Yayınları, Ankara, s. 551-563.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" 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Araştırma literatür taramaya dayalı betimsel bir çalışmadır.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;wsj-grid-card-download-pdf-modal&quot;,&quot;work_title&quot;:&quot;DİL GELİŞİMİNDE MÜZİĞİN YERİ&quot;,&quot;attachmentId&quot;:57062121,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;work_url&quot;:&quot;https://www.academia.edu/37110636/D%C4%B0L_GEL%C4%B0%C5%9E%C4%B0M%C4%B0NDE_M%C3%9CZ%C4%B0%C4%9E%C4%B0N_YER%C4%B0&quot;,&quot;alternativeTracking&quot;:true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/37110636/D%C4%B0L_GEL%C4%B0%C5%9E%C4%B0M%C4%B0NDE_M%C3%9CZ%C4%B0%C4%9E%C4%B0N_YER%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="25367963" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/25367963/_T%C3%9CRK_D%C4%B0L%C4%B0_%C3%87ALI%C5%9EMALARINDA_D%C4%B0Z%C4%B0N_MESELES%C4%B0_%C3%9CZER%C4%B0NE">&quot; TÜRK DİLİ &quot; ÇALIŞMALARINDA DİZİN MESELESİ ÜZERİNE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3469832" href="https://atauni.academia.edu/FundaKara">Funda Kara</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Bir eserdeki kavramların ortaya çıkarılması, bu kavramların çalışılan eser içinde kolay ve hızlı bulunabilmesi amacıyla hazırlanan dizinler, bu özellikleriyle bilimsel çalışmalarda bir çeşit anahtar işlevi görmektedir. Çeşitli bilim dallarındaki örneklerine bakıldığında dizinlerin sahanın önceliklerine bağlı olarak araştırmacının/yazarın tercihlerini yansıttığı gözlenmektedir. Özel adlar, ekler, genel kelimeler gibi farklı ifadelerle anılan dizin çeşitlerinin ortaya çıkmasının sebebi de budur. Türk dili çalışmalarında kullanılan işlevsel dizin-sözlük de bunlardan biridir. Ancak bu çalışmaların geneline bakıldığında, işlevsel dizin-sözlüğün düzenlenmesi ile ilgili olarak yer alması gereken madde başları, alt başlıklar, bunlara bağlı tanıtıcı bilgiler gibi hususlarda tam bir uyumun olmadığı dikkati çekmektedir. Mevcut durum, Türk dili çalışmalarındaki dizin meselesine, araştırmacılar arasında bir uzlaşma zemini olabilecek yeni bir çerçeve çizmek gerekliliğini ortaya koymaktadır. İşlevsel dizin-sözlüğün içeriği ve düzenlenişine dair birtakım kural ve tavsiyelerin gündeme getirildiği aşağıdaki çalışma da bu ortak zemini bulmaya yöneliktir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;wsj-grid-card-download-pdf-modal&quot;,&quot;work_title&quot;:&quot;\&quot; TÜRK DİLİ \&quot; ÇALIŞMALARINDA DİZİN MESELESİ ÜZERİNE&quot;,&quot;attachmentId&quot;:45668146,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;work_url&quot;:&quot;https://www.academia.edu/25367963/_T%C3%9CRK_D%C4%B0L%C4%B0_%C3%87ALI%C5%9EMALARINDA_D%C4%B0Z%C4%B0N_MESELES%C4%B0_%C3%9CZER%C4%B0NE&quot;,&quot;alternativeTracking&quot;:true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/25367963/_T%C3%9CRK_D%C4%B0L%C4%B0_%C3%87ALI%C5%9EMALARINDA_D%C4%B0Z%C4%B0N_MESELES%C4%B0_%C3%9CZER%C4%B0NE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="14529317" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/14529317/D%C4%B0PLOMAS%C4%B0DE_D%C4%B0L%C4%B0N_KULLANIMI">DİPLOMASİDE DİLİN KULLANIMI </a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1757509" href="https://kovacs.academia.edu/ErtanErol">Ertan Erol</a></div><p class="ds-related-work--abstract ds2-5-body-sm">İnsanın farklı kişi ve kurumlarla iletişimi, yaşamının bir parçasıdır ve farklı kişi ve kurumlarla iletişim, temelde yeni bir dil kullanımını zorunlu kılar. İnsanın çeşitli iletişim ortamlarında farklı diller kullanmasına paralel olarak ulusların ilişkilerinde yürütülen dil de kendine has, farklı özellikler taşır. Bu noktada uluslararası ilişkilerin müzakereler yoluyla yürütülmesi anlamına gelen diplomasi ve bunun yürütülmesinde kullanılan dil devreye girmektedir. Diplomatik dil söylenenler kadar söylenmeyenleri de kapsar. Bu alanda kullanılan dilde karşı taraftan istenenler konusunda adım adım ilerleme, sadece istediklerimizi söyleme, kesinlikle kırıcı olmama, diğer tarafı anlama ancak istenenleri sıkmadan, incitmeden kabul ettirinceye kadar sabırla müzakere gibi unsurlar temel kabul edilir. An individual&#39;s communication with other individuals and institutions is a part of his/her life. The communication with other individuals and institutions basically requires the use of a new language. In line with human beings using various languages in various situations, the language used in international relations bears unique features. Regarding this, a diplomatic language is used to perform diplomacy. Diplomacy is the execution of international relations through negotiation. A diplomatic language involves not only what is said, but also what is not said. In a langauge used in this field, features such as progressing step by step on what you ask from the other party, saying only what you wish to say, never offending the others, understanding the others, negotiating patiently till making the other party accept what you ask for without depressing and insulting them are considered to be basic.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;wsj-grid-card-download-pdf-modal&quot;,&quot;work_title&quot;:&quot;DİPLOMASİDE DİLİN KULLANIMI &quot;,&quot;attachmentId&quot;:38343891,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;work_url&quot;:&quot;https://www.academia.edu/14529317/D%C4%B0PLOMAS%C4%B0DE_D%C4%B0L%C4%B0N_KULLANIMI&quot;,&quot;alternativeTracking&quot;:true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/14529317/D%C4%B0PLOMAS%C4%B0DE_D%C4%B0L%C4%B0N_KULLANIMI"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="36227854" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/36227854/T%C3%9CRK_OCAKLARI_KURULTAYLARINDA_D%C4%B0L_MESELES%C4%B0">TÜRK OCAKLARI KURULTAYLARINDA DİL MESELESİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="30141650" href="https://independent.academia.edu/mpinar">mehmet pinar</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;wsj-grid-card-download-pdf-modal&quot;,&quot;work_title&quot;:&quot;TÜRK OCAKLARI KURULTAYLARINDA DİL MESELESİ&quot;,&quot;attachmentId&quot;:56131050,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;work_url&quot;:&quot;https://www.academia.edu/36227854/T%C3%9CRK_OCAKLARI_KURULTAYLARINDA_D%C4%B0L_MESELES%C4%B0&quot;,&quot;alternativeTracking&quot;:true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/36227854/T%C3%9CRK_OCAKLARI_KURULTAYLARINDA_D%C4%B0L_MESELES%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="25389229" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/25389229/D%C4%B0L_VARLI%C4%9EININ_ONTOLOJ%C4%B0K_ZEM%C4%B0N%C4%B0">DİL VARLIĞININ ONTOLOJİK ZEMİNİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="35421710" href="https://independent.academia.edu/KahramanYakup">Yakup Kahraman</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Dil konusu pratik yaşamımızın her alanında önemli bir yer tutmaktadır. Bu konunun teorik zemini ile ilgili felsefi anlamda yapılmış çalışmaların en önemlilerinden birisi olan Wittgenstein’ın çalışmaları ise dönüm noktası niteliğindedir. Wittgenstein’ın dil yaklaşımını birinci ve ikinci dönem olarak ele aldığımızda her iki dönemin felsefi zemininin ontolojik yeterliliğinin ne olduğu sorgulanmaktadır. Bu sorgulamanın sonucunda Wittgenstein’ın birinci döneminin yaşamsal perspektiflerin ortaya konulmasını sağlayan dil için yeterli bir felsefi zemine sahip olmadığı ikinci döneminin ise bu bakımdan çeşitli yaşam alanlarına saygı duyan bir dil yapısı oluşturduğu ortaya konulmuştur. Bununla birlikte ontolojik zemini daha güçlü olan ve günümüzdeki dil sorunlarını yaşam pratiklerini de göz önüne alarak çözmek için daha verimli bir zemin olarak Herder, Humbolt ve Heidegger’in dil yaklaşımları üzerinde durulmuştur.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;wsj-grid-card-download-pdf-modal&quot;,&quot;work_title&quot;:&quot;DİL VARLIĞININ ONTOLOJİK ZEMİNİ&quot;,&quot;attachmentId&quot;:45703557,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;work_url&quot;:&quot;https://www.academia.edu/25389229/D%C4%B0L_VARLI%C4%9EININ_ONTOLOJ%C4%B0K_ZEM%C4%B0N%C4%B0&quot;,&quot;alternativeTracking&quot;:true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/25389229/D%C4%B0L_VARLI%C4%9EININ_ONTOLOJ%C4%B0K_ZEM%C4%B0N%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="49179660" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/49179660/D%C4%B0LB%C4%B0L%C4%B0MSEL_T%C4%B0POLOJ%C4%B0_VE_T%C3%9CRK%C3%87E">DİLBİLİMSEL TİPOLOJİ VE TÜRKÇE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="178684" href="https://cu.academia.edu/munay%C3%BCceol%C3%B6zezen">muna yüceol özezen</a></div><p class="ds-related-work--metadata ds2-5-body-xs">TÜBAR (Türklük Bilimi Araştırmaları), S. 49, 117-133, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Tipoloji genel olarak dillerin farklılıkları ve genetik akrabalıkları sorununa eğilen bir dilbilim disiplinidir. Tipoloji farklılıklara odaklanırken, dünya dillerinin benzerliklerine odaklanan dil evrenseli araştırmacılarına yakın durmaktadırlar. Hatta günümüzde dilbilimsel tipoloji ve dil evrenselleri araştırmalarının neredeyse birlikte hareket ettiklerini söylemek yanlış olmayacaktır. Esasında genel dilbilim ve tarihsel dilbilim alanları da doğal insan dilleri sorununu benzer yaklaşımlarla ele almaktaydı. Ancak günümüzde çağdaş teknik olanaklarla yüzlerce hatta binlerce dünya dilini kar- şılaştıran, benzerlik ve farklılıklarını ortaya koyan çalışmalar genellikle dilbilimsel tipoloji adıyla yapılmaktadır. Dünyada devam eden büyük çaplı dilbilimsel tipoloji çalışmaları dünya dillerinin birbirlerine sanıldığından çok daha az benzediğini, kültürün dili büyük ölçüde farklı hale getirdiğini ve dillerin tipolojik özelliklerinin durağan bir görünümde olmadığını ortaya koymaktadır. Bu anlamda güçlü eklemeli görünümüyle dünya tipologlarının dikkatini çeken Türkçenin de yeni tipolojik eğilimler geliştirme potansiyeli her zaman vardır. Nitekim günümüz Türkiye Türkçesinin gerek bazı biçimbilgisel ve gerekse bazı sözdizimsel kategorilerin işaretlenmesinde, “tipik” olandan uzaklaşma eğilimi gösterdiği ve kendine bazı alternatifler geliştirdiği gözlenebilmektedir</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{&quot;location&quot;:&quot;wsj-grid-card-download-pdf-modal&quot;,&quot;work_title&quot;:&quot;DİLBİLİMSEL TİPOLOJİ VE TÜRKÇE&quot;,&quot;attachmentId&quot;:67564642,&quot;attachmentType&quot;:&quot;pdf&quot;,&quot;work_url&quot;:&quot;https://www.academia.edu/49179660/D%C4%B0LB%C4%B0L%C4%B0MSEL_T%C4%B0POLOJ%C4%B0_VE_T%C3%9CRK%C3%87E&quot;,&quot;alternativeTracking&quot;:true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/49179660/D%C4%B0LB%C4%B0L%C4%B0MSEL_T%C4%B0POLOJ%C4%B0_VE_T%C3%9CRK%C3%87E"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="35599059" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35599059/D%C4%B0L_STRATEJ%C4%B0S%C4%B0N%C4%B0N_EDEB%C4%B0Y%C3%82TA_ETK%C4%B0S%C4%B0">DİL STRATEJİSİNİN EDEBİYÂTA ETKİSİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="44569406" href="https://independent.academia.edu/otiryakioglu">orhan tiryakioglu</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Lise yıllarının hedefsiz, ne amaçla yapıldığı bilinemeyen bir müfredâtındaydık bir zamanlar. Ne zaman sorsak büyüklerimize: &quot;Büyüyünce anlarsınız!&quot; derlerdi ya; &quot;herhâlde vardır bir şey bunda&quot; diyerek sabretmiştik. Ancak bizler, bir şekilde kurtulduk; ama sonraki kuşak ne yapacak? Bizim çocuklarımıza da aynı anlaşılmayan yapılarda, niçin karma dillerin ahengi veriliyor ki? Onların da yabancı puzzle&#39;lar ile oynamasının gerekçesi ne olabilirdi? Aslında artık böylesi karma bir dilimiz olmadığı için buna gerek yok derken; çoğunluk, &#39;arûz, bir zamanlarki kültürümüz&#39; diyerek buna karşı çıkıveriyordu. Hiç kimse, karma dilin zenginliği yerine, ondan iğrenip kopmak istemezdi elbette; ancak halkınız anlamıyorsa, kimin için kullanıldığı belli olmayan bu iletişim keşmekeşi, niçin gündemde tutulsun? Öte yandan kopukluğun giderilmesi için aynı dili geri getirmek gibi bir çözüm politikası yoksa; niçin eskisinde direnç vardı? Dil Devrimi&#39;nin sonuçlarını kısmen benimsemek gibi bir seçeneğimiz var mı ki; halk dilinde arıca, edebiyat diline karma (saraylıca) iş yapalım! Demek ki, edebiyattaki diretme, temelsiz bir gerekçeye dayanıyor olmalıydı. Gelelim karma bir dil içinde, çoğunluğu yabancı sözcüklerin oluşturduğu dağarcık harmanında, üstelik o dillere özgü bir kuralı, bugün için ahenk aracı olarak mâsum göstermeye çalışmaya. Tam tersine, kendi kültürünü unutturmayı sümen altından başaran bir dil olmaktan öteye gidemeyen bir yaklaşımı, henüz imparatorluk bile olmamışken Türkçe&#39;nin geri bırakılmasını anlamak oldukça güçtür. &quot; Prof. Dr. Mehmed Çavuşoğlu, &#39;DİVAN ŞİİRİ&#39;)&quot; kaynağında da belirtildiği üzere, fethedilen yerlerin dilinin resmî dil olarak benimsenmesi, edebiyâtın da etkilenmesine yol açmıştı bu karma yapıdan. Yani açıkçası, kendi kendimizin dilini mi oyduk saman altından? Kendi kendimizi anlamak istemedik mi, kültürümüzün baskın olmasını düşünmedik mi hiç? Onca asimilasyona karşı durmaya çalışırken bugün, o zamanlar bunu niçin ikinci planda tuttuk? Kendi kendini asimile eden bir kültür düşünün; yanıtını vermeye korkarsınız! Gelelim bu karma bir dil içinde çoluk çocuğa onca sözcük katarını ezber ettirmeye. Anasından kendi diliyle okumaya gelmiş ve onunla sanat yapmayı bekleyen onca küçüğe birdenbire: &quot;İşte, sanat diliniz bu; haydi davranın, fâilün, imgeleri düzün, fâilâtün, harfleri uzatın, mefâilün, hattâ ipe un serin!&quot; deyiniz bakalım. Kendi adıma bir itirâfım var: &quot;İngilizce dersinden bu denli korkmamıştım!&quot; O derslerde hiç olmazsa, sözcüklerin anlamını resimlerle gösteriyorlardı, edebiyat dersindeyse sözcükler açıklanmadan,: &quot;şair, burada ne söylemiş?&quot; sorusu tahlil gibi istenirdi. Çeviri mi yaparsınız, karma dil mi öğrenirsiniz, yoksa edebiyatta kendi dilinizle bir ahenk mi? Hangisi aklınızda kalsın ki; anlamı hiç bilinmeden yıllarca hiç bir yerde geçmeyen taş plakları, hangi gramofon ile çalabilirdiniz? Öte yandan, aynı sözcükler kombinasyonu ile bir kere daha yazılamayan, yabancı bir metni, kendi edebiyâtımızı geliştirmek adına, hâlâ nasıl tutabilirdik elimizde? Aslında her birimizin merak ettiği ve kaynağını bilemeden geleneksel olarak uyguladığı (yani uygulama işinin, sorgulamadan daha kolay olduğu) hâllerin bir sonucuydu bu dil harmanı. Daha zengin bir dil mi aranıyordu edebiyat için, yoksa her nereye ayak basarsanız basınız, orada egemenlik mi; kendi kültürünüzün izlerini unutturmak pahasına mı ayrıca? Görüldüğü üzere, kavim savaşlarının üstünlük ilişkilerinin bir sonucu olarak gelişen farklı dil katışıklığı, önceliğin, kimliğin ne olacağı sorunlarına çekiyor düşünen kalemleri gayri ihtiyarî. Esasen olağanüstü bir dağarcığa sahip olduğumuz besbelli. Zamanında, uydurukçuluğa kaçmalarına gerek bırakmayacak derecede hem de. Çünkü zaten, dilin kendi elastikliğinde oldukça anlaşılır sözcükler türetilivermiş köklerinden doğaçlama olarak. 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