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Studies İLETİŞİMSEL EDİNÇ VE YABANCI DİL OLARAK TÜRKÇEDE DİLBİLGİSİ ÖĞRETİMİ</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="361001" href="https://deu.academia.edu/Bet%C3%BClS%C3%BCl%C3%BC%C5%9Fo%C4%9Flu%C3%87etin"><img alt="Profile image of Betül Sülüşoğlu Çetin" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />Betül Sülüşoğlu Çetin</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">18 pages</p></div><div 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Dr. Dilek Fidan</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The subject of this study is the course books of teaching Turkish as a foreign language. The aim of the study is to describe and compare the contents of these books in terms of grammar and to evaluate the teachers’ and learners’ opinions in order to see how these contents affect learning and teaching processes. Karababa (2009; 276), emphasize that the course books and equipments in teaching Turkish as a foreign language are not adequate with regard to the needs and the levels of learners. She states that the insufficiency of the works on Turkish grammar and the descriptions cause inefficiency in course books as well. Success in language policies depend on the efficiency of the course books, used in educational environments and it will also facilitate the job of the teachers and learners, affecting the learning positively. Although Turkish course books, which are analyzed with document analysis method in the present study, are classified according to the Common European Framework of Reference for Languages (Council of Europe, 2001), it is observed that there is not a standardization between the language levels and the grammar subjects. That is to say, there is not a common usage of grammatical terms, which leads to problems for students. There is an urgent need of some common criteria to be determined with a leading institution. There are also differences in the amount and the way of the grammar books, as well as the mistakes within them. Teachers mostly believe that B1 level grammar teaching should be given more importance and 50% of them think that course books they use are not enough. Almost all of the teachers indicate that they (91,3%) use some supplementary materials. Other statements of teachers and students about grammar topics are also classified and presented in the findings section. Özet Konusu, yabancı dil olarak Türkçe öğretiminde kullanılan ders kitapları olan bu çalışmada, söz konusu kitapların içeriklerinin dilbilgisi konuları açısından betimlenmesi ve karşılaştırılması; bu içeriklerin öğrenme ve öğretmeyi nasıl etkilediğinin görülebilmesi için öğretmen ve öğrenici görüşlerinin değerlendirilmesi amaçlanmıştır. Karababa (2009; 276), yabancı dil olarak Türkçe ders kitaplarının ve araç-gereçlerinin öğrenicilerin gereksinimleri ve düzeyleri açısından yeterli olmadığını vurgulayarak Türkçe dilbilgisinin ayrıntılı olarak betimlendiği çalışmalardaki yetersizliğin, ders kitaplarının da yetersiz olmasına etkisi olduğunu belirtmektedir. Dil politikalarında başarıya ulaşılabilmesi, eğitim ortamlarında kullanılacak ders kitaplarının eğitimcinin ve öğrenicilerin işini kolaylaştırıcı, öğrenmeyi olumlu yönde etkileyici olmasına bağlıdır. Doküman incelemesi yöntemi kullanılarak gerçekleştirilen bu çalışmada betimlenen Türkçe ders kitapları, Diller İçin Avrupa Ortak Başvuru Metni (Council of Europe, 2001) çerçevesinde düzeylere göre ayrımlaşmış olmasına rağmen, dilbilgisi konularının dil düzeylerine göre verilmesinde bir standartlaşma olmadığı; dilbilgisi konularının adlandırılmasıyla ilgili terim birliğinin sağlanamadığı, bu durumun öğreniciler açısından da sıkıntılar doğurabildiği; öncü bir kurum liderliğinde ortak bir takım kriterlerin oluşturulmasına acilen ihtiyaç olduğu; ders kitaplarının dilbilgisini sunma biçimlerinde ve bilgi miktarlarında da farklılıklar olduğu ve bunlarda da zaman zaman yanlışlar olduğu; öğretmenlerin, ağırlıklı olarak B1 düzeyinde dilbilgisi öğretimine ağırlık verilmesi gerektiğini düşündüğü, %50’sinin ders kitabını dilbilgisi açısından yeterli bulmadığı ancak neredeyse tümünün (% 91,3) ders kitabı dışında ek materyal kullandığı görülmüştür. Öğretmenlerin ve öğrencilerin dilbilgisi konularıyla ilgili diğer ifadeleri de sınıflandırılarak bulgularda sunulmuştur.</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="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Turkish Studies TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİ DERS KİTAPLARINDAKİ DİLBİLGİSİ KONULARI VE ÖĞRETMEN- ÖĞRENİCİ GÖRÜŞLERİ","attachmentId":49800214,"attachmentType":"pdf","work_url":"https://www.academia.edu/29358038/Turkish_Studies_T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0_DERS_K%C4%B0TAPLARINDAK%C4%B0_D%C4%B0LB%C4%B0LG%C4%B0S%C4%B0_KONULARI_VE_%C3%96%C4%9ERETMEN_%C3%96%C4%9EREN%C4%B0C%C4%B0_G%C3%96R%C3%9C%C5%9ELER%C4%B0","alternativeTracking":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/29358038/Turkish_Studies_T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0_DERS_K%C4%B0TAPLARINDAK%C4%B0_D%C4%B0LB%C4%B0LG%C4%B0S%C4%B0_KONULARI_VE_%C3%96%C4%9ERETMEN_%C3%96%C4%9EREN%C4%B0C%C4%B0_G%C3%96R%C3%9C%C5%9ELER%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="32247466" 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/32247466/Turkish_Studies_OKUL_%C3%96NCES%C4%B0_D%C3%96NEM_%C3%87OCUKLARINA_Y%C3%96NEL%C4%B0K_YABANCI_D%C4%B0L_%C4%B0LG%C4%B0_%C3%96L%C3%87E%C4%9E%C4%B0N%C4%B0_GEL%C4%B0%C5%9ET%C4%B0RME_%C3%87ALI%C5%9EMASI">Turkish Studies OKUL ÖNCESİ DÖNEM ÇOCUKLARINA YÖNELİK YABANCI DİL İLGİ ÖLÇEĞİNİ GELİŞTİRME ÇALIŞMASI</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="8237368" href="https://independent.academia.edu/asudebalaban">asude balaban</a></div><p class="ds-related-work--abstract ds2-5-body-sm">With the influence of globalization and information age in the 21st century, the importance of foreign language is increasing each day. Starting foreign language education in pre-school period increases students' interests and motivations towards foreign language. It also has a positive influence on their achievement. The purpose of this study is to develop a scale regarding pre-school children's interest in foreign language activities. Thus, this is a scale development study. 181 preschool children participated in the study. The study data were collected via pre-school teachers observing foreign language activities. The data were analyzed via SPSS 17.00. Factor analysis and total item correlation were used to analyze the data. Validity and reliability analyses included factor analysis, item analysis, internal consistency, and inter-factor correlation analyses. Moreover, test-retest reliability was employed to measure the invariance of the scale in time. For all the statistical operations within the study, The significance level was taken as 0.05. According to the study results, "The Scale for the Interest of Children Aged 60 to 72 Months in Foreign Language" is comprised of 2 sub-dimensions. The internal consistency of decisiveness, the first subdimension of the scale, was found to be .97 while the internal consistency of eagerness, the second sub-dimension of the scale, was found to be .73. The study results indicate that the scale developed for pre-school children's interest in foreign language activities is valid and reliable.</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="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Turkish Studies OKUL ÖNCESİ DÖNEM ÇOCUKLARINA YÖNELİK YABANCI DİL İLGİ ÖLÇEĞİNİ GELİŞTİRME ÇALIŞMASI","attachmentId":52468996,"attachmentType":"pdf","work_url":"https://www.academia.edu/32247466/Turkish_Studies_OKUL_%C3%96NCES%C4%B0_D%C3%96NEM_%C3%87OCUKLARINA_Y%C3%96NEL%C4%B0K_YABANCI_D%C4%B0L_%C4%B0LG%C4%B0_%C3%96L%C3%87E%C4%9E%C4%B0N%C4%B0_GEL%C4%B0%C5%9ET%C4%B0RME_%C3%87ALI%C5%9EMASI","alternativeTracking":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/32247466/Turkish_Studies_OKUL_%C3%96NCES%C4%B0_D%C3%96NEM_%C3%87OCUKLARINA_Y%C3%96NEL%C4%B0K_YABANCI_D%C4%B0L_%C4%B0LG%C4%B0_%C3%96L%C3%87E%C4%9E%C4%B0N%C4%B0_GEL%C4%B0%C5%9ET%C4%B0RME_%C3%87ALI%C5%9EMASI"><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="45041787" 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/45041787/T%C3%9CRK%C4%B0YE_DE_ED%C4%B0MB%C4%B0L%C4%B0M_VE_YABANCI_D%C4%B0L_%C3%96%C4%9ERET%C4%B0M%C4%B0_%C4%B0L%C4%B0%C5%9EK%C4%B0S%C4%B0N%C4%B0_ELE_ALAN_%C3%87ALI%C5%9EMALARIN_B%C4%B0BL%C4%B0YOGRAFYASI">TÜRKİYE’DE EDİMBİLİM VE YABANCI DİL ÖĞRETİMİ İLİŞKİSİNİ ELE ALAN ÇALIŞMALARIN BİBLİYOGRAFYASI</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="125413696" href="https://trakya.academia.edu/NihalUral">Nihal Koca</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="42934113" href="https://trakya.academia.edu/Do%C3%A7drhikmetAsutay">Prof. Dr. Hikmet Asutay</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Dilin Ötekileri / Ötekilerin Dili, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">ICA2020 IV. INTERNATIONAL CONFERENCE ON AWARENESS LANGUAGE AND AWARENESS Kongresinde sözlü olarak sunulmuş ve özet kitabında özeti yayımlanmış bildirinin tam metin hali. Ural, N. & Asutay, H. (2021). TÜRKİYE’DE EDİMBİLİM VE YABANCI DİL ÖĞRETİMİ İLİŞKİSİNİ ELE ALAN ÇALIŞMALARIN BİBLİYOGRAFYASI. H. Asutay (Ed.) Dilin Ötekileri / Ötekilerin Dili (S. 15-48) içinde. Çanakkale: Rating Academy. Bibliyografya, belirli bir alandaki yayınları ilgili araştırmacılara tanıtmak amacındadır. Bu çalışmanın amacı ise Türkiye’de edimbilim ve yabancı dil öğretimi ilişkisini ele alan çalışmaların bibliyografyasını hazırlamaktır. İlk kez 1960’lı yıllarda dilbilim alanında kendisine yer bulan edimbilim, dilin bir bağlam içerisinde kullanımını incelemektedir. Geçmişten günümüze kadar birçok yabancı dil öğretim yöntemi geliştirilmiş ve bu yeni yöntemlerin ortaya çıkışında öğrenme psikolojisiyle eğitim alanlarındaki yenilikler ve dilbilimdeki değişiklikler gibi etkenler önemli rol oynamıştır. Edimbilim bu bağlamda büyük önem kazanmış ve iletişim odaklı yöntemlerin doğuşunda dilbilimsel temeli oluşturmuştur. Çalışmanın amacı doğrultusunda “Vetis”, “Dergipark”, “Google Scholar”, “Sobiad” ve “Ulusal Tez Merkezi” veri tabanları kullanılmıştır. Bu veri tabanlarında “Edimbilim”, “Edim bilim”, “Pragmatik”, “Pragmatics”, “Yararcı yaklaşım”, “Faydacı yaklaşım” ve “Speech act” ifadeleri aratılmıştır. Ulaşılan sonuçlardan yabancı dil öğretimiyle bağlantılı olanlar dikkate alınmıştır. Araştırma sonucunda çalışma konusuna uygun 139 tez, 120 makale, 5 bildiri ve 2 kitapta bölüm tespit edilmiştir.</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="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TÜRKİYE’DE EDİMBİLİM VE YABANCI DİL ÖĞRETİMİ İLİŞKİSİNİ ELE ALAN ÇALIŞMALARIN BİBLİYOGRAFYASI","attachmentId":65593209,"attachmentType":"pdf","work_url":"https://www.academia.edu/45041787/T%C3%9CRK%C4%B0YE_DE_ED%C4%B0MB%C4%B0L%C4%B0M_VE_YABANCI_D%C4%B0L_%C3%96%C4%9ERET%C4%B0M%C4%B0_%C4%B0L%C4%B0%C5%9EK%C4%B0S%C4%B0N%C4%B0_ELE_ALAN_%C3%87ALI%C5%9EMALARIN_B%C4%B0BL%C4%B0YOGRAFYASI","alternativeTracking":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/45041787/T%C3%9CRK%C4%B0YE_DE_ED%C4%B0MB%C4%B0L%C4%B0M_VE_YABANCI_D%C4%B0L_%C3%96%C4%9ERET%C4%B0M%C4%B0_%C4%B0L%C4%B0%C5%9EK%C4%B0S%C4%B0N%C4%B0_ELE_ALAN_%C3%87ALI%C5%9EMALARIN_B%C4%B0BL%C4%B0YOGRAFYASI"><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="8356175" 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/8356175/D%C4%B0KTE_VE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0">DİKTE VE YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ</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="6446594" href="https://artvin.academia.edu/FerdiB%C3%BClb%C3%BCl">Ferdi Bülbül</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Yabancı dil olarak Türkçe öğretiminin önemi her geçen gün artmaktadır. Türkçenin öğretimine destek olmak, dilsel becerileri geliştirmek amacıyla hem ders ve yöntem kitapları hem de yapılan bilimsel çalışmalar hızlı bir şekilde artmaktadır. Dilsel beceriler; bireylerin dinlediklerini, gördüklerini, okuduklarını tam ve doğru olarak anlaması ve yine bunları tam ve doğru olarak başkalarına anlatması biçiminde özetlenebilir. Becerilerin kazandırılması ise dinleme, konuşma, okuma ve yazma gibi dört ana etkinliğe dayanır. Dil öğretiminde dilsel becerileri geliştirmek için yüzyıllardır süregelen, denenmiş birçok yöntem bulunmaktadır. Dil öğrenicisinin öncelikle yazma ve dinleme becerileri olmak üzere temel dil becerilerini geliştiren, bazı yöntembilimciler tarafından dil bilgisi çeviri yöntemi içinde yazma faaliyeti olarak değerlendirilen dikte bu yöntemlerden biridir. “Dikte, bir başkasına o anda söyleyerek yazdırma faaliyetidir” (URL 1). Diktenin, etkin olarak kullanıldığında dilin dört temel becerisini (dinleme, konuşma, okuma, yazma) aynı anda geliştirmeye yardımcı olduğu görülmüştür. Yabancı dil olarak Türkçe öğretiminde gerek öğretim programlarında gerekse dil öğretim kitaplarında pek yeri olmayan bu yöntem, birçok ülkede dilin hem ikinci dil olarak hem de yabancı dil olarak öğretiminde yaygın bir şekilde kullanılmaktadır. Dil öğretiminde sıkça kullanılan bu yöntemin, Türkçenin yabancı dil olarak öğretiminde de faydalı olacağı düşünülmektedir. Dikte, Türkçe dinleme, konuşma, okuma, yazma, dil bilgisi ve kelime öğretiminde faydalı olacaktır. Bu makale, dil öğretiminde sıkça kullanılan dikte yönteminin önemi, faydaları, sınıf içinde uygulanması, türleri, seçimi, değerlendirmesi ve diktenin yabancı dil olarak Türkçe öğretiminde kullanımını anlatmak için yazılmıştır. Makalede Türkçe öğretiminde seviyelere göre hangi tür diktelerin kullanılabileceği ve bu dikte türlerine örnekler verilmiştir.</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="{"location":"wsj-grid-card-download-pdf-modal","work_title":"DİKTE VE YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ","attachmentId":34756960,"attachmentType":"pdf","work_url":"https://www.academia.edu/8356175/D%C4%B0KTE_VE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0","alternativeTracking":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/8356175/D%C4%B0KTE_VE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%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="35584637" 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/35584637/Turkish_Studies_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_SESLET%C4%B0ME_Y%C3%96NEL%C4%B0K_B%C4%B0R_UYGULAMA_VE_ETK%C4%B0NL%C4%B0K_%C3%96NER%C4%B0S%C4%B0">Turkish Studies YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ: SESLETİME YÖNELİK BİR UYGULAMA VE ETKİNLİK ÖNERİSİ</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="47309598" href="https://independent.academia.edu/SelinD%C3%BCrer">Selin Dürer</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="28958255" href="https://independent.academia.edu/CerenBerber%C3%96zmen">Ceren Berber Özmen</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4766052" href="https://ege.academia.edu/EsraGuven">Esra Guven</a></div><p class="ds-related-work--abstract ds2-5-body-sm">u/ seslerinde ve zayıf bir ses olan /ı/ sesinde sorun yaşandığı belirlenmiştir. Bu doğrultuda yabancı dil olarak Türkçe öğrenen öğrencilerin sesletimlerini geliştirebileceği düşünülen etkinlikler hazırlanmış ve çalışmanın sonunda bunlara yer verilmiştir. 1 ABSTRACT Speaking, one of the four main skills in foreign language teaching, might sometimes be the most difficult one for some students to improve. It is observed that students from various language backgrounds who learn Turkish as a foreign language, particularly on level A, find pronunciation difficult. Therefore, it is of utmost importance that pronunciation sections are incorporated into the curriculum to improve speaking skills. However, although speaking activities such as role plays, storytelling and games are provided during teaching, there is a great lack of activities related to pronunciation. This deficiency can only be overcome by determining the problems of Turkish language learners, which is the starting point of this study.</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="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Turkish Studies YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ: SESLETİME YÖNELİK BİR UYGULAMA VE ETKİNLİK ÖNERİSİ","attachmentId":55450657,"attachmentType":"pdf","work_url":"https://www.academia.edu/35584637/Turkish_Studies_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_SESLET%C4%B0ME_Y%C3%96NEL%C4%B0K_B%C4%B0R_UYGULAMA_VE_ETK%C4%B0NL%C4%B0K_%C3%96NER%C4%B0S%C4%B0","alternativeTracking":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 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js-wsj-grid-card-view-pdf" href="https://www.academia.edu/36390476/Turkish_Studies_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0_ALANINDAK%C4%B0_B%C4%B0L%C4%B0MSEL_MAKALELERE_BAKI%C5%9E"><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="41690698" 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/41690698/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0">TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİ</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="98003623" href="https://alparslan.academia.edu/bayramarici">Bayram ARICI</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Nobel Akademi, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Türkçenin Yabancı Dil Olarak Öğretiminde Öğretim Teknolojileri ve Materyal Tasarımı</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="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİ","attachmentId":61847926,"attachmentType":"pdf","work_url":"https://www.academia.edu/41690698/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0","alternativeTracking":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/41690698/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%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="9" data-entity-id="37093521" 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/37093521/AZERBAYCAN_VE_T%C3%9CRK%C4%B0YE_T%C3%9CRK%C3%87ES%C4%B0_D%C4%B0LB%C4%B0LG%C4%B0S%C4%B0NDE_D%C4%B0L%C4%B0N_S%C3%96ZD%C4%B0Z%C4%B0MSEL_YAPISININ_%C3%96%C4%9EREN%C4%B0LMES%C4%B0_%C3%9CZER%C4%B0NE">AZERBAYCAN VE TÜRKİYE TÜRKÇESİ DİLBİLGİSİNDE DİLİN SÖZDİZİMSEL YAPISININ ÖĞRENİLMESİ 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="62676526" href="https://independent.academia.edu/QuliyevI">Ilkin Quliyev</a></div><p class="ds-related-work--abstract ds2-5-body-sm">ÖZET Son dönemlerde çağdaş Türk dillerinin gramerlerinin karşılaştırmalı şekilde öğrenilmesi ve sözdizimsel unsurlar ile ilgili gereken tesbitlerin yapılması yaygınlaşmıştır. Azerbaycan dilbilgisi kitaplarında sözdizimine ilişkin belirli konularda dilbilimciler arasında birlik sağlandığı halde, Türkiye Türkçesi dilbilgisinde dilbilimcilerin belirli konularda ortak bir noktada buluşamamaları, kendi görüşlerini kabul ettirme istekleri, sınıflandırma ve anlatımlarda bireysel ve farklı yaklaşım şekilleri, sözdizimsel unsurların adlandırılması sırasında terim karmaşasına yol açmaları, aynı kavramların dilbilimciler tarafından farklı adlandırılması bazı sorunların ortaya çıkmasına neden olmuştur. Şunlardan bazılarını aşağıdaki gibi özetleyebiliriz:-Azerbaycan Türkçesi dilbilgisine göre sözdizimi kelime grupları, cümle ve metinden bahsetmektedir, Türkiye Türkçesi dilbilgisine göre sadece ilk ikisinden bahseder;-Azerbaycan Türkçesi dilbilgisine göre, kelime öbekleri serbest ve sabit söz birleşmelerine ayrılır. Sentaksta ise sadece serbest söz birleşmeleri (ad tamlamaları, sıfat tamlamaları, fiilimsi öbekleri) ve onların tarafları arasındaki gramatik ilişkilerinden bahsedilir. Türkiye Türkçesi dil bilgisinde ise kelime öbekleri "kelime grupları" adı altında incelenmektedir. Ad tamlamaları ve fiilimsi öbekleri ile birlikte, morfolojide bahsedilmesi gereken konular: birleşik sözcükler, sayı grubu, edat grubu, unvan grubu, ünlem grubu, tekrar grubu, bağlama grubu da bu bahse dahil edilirken kelimeler arasındaki sözdizimsel ilişkilerden kesinlikle bahsedilmemektedir.-Azerbaycan Türkçesi dil bilgisine göre, cümle ögelerinin sayısı beş olup, söz dizimi kitaplarının basit cümle bölümünde incelenmekte, adları ve işlevleri genel kabul görmektedir. Türkiye Türkçesi dil bilgisinde ise cümle ögeleri ile ilgili fikir ayrılıklarının olduğu görülmektedir. Sorun sadece dilbilimcilerin cümle ögelerinin sayısının dört, beş veya altı olduğunu iddia etmeleri ile bitmemektedir. Bununla birlikte onların adlandırılmasında ve cümle içindeki görevlerinin belirlenmesinde karşılaşılan sorunların sayısı da oldukça fazladır. Azerbaycan Türkçesi dilbilgisine göre birleşik cümleler; bağımsız birleşik cümle ve bağımlı birleşik cümle olmak üzere ikiye ayrılır. Bağımsız birleşik cümleler onu oluşturan basit cümleler arasındaki anlam ilişkisine, bağımlı birleşik cümleler ise yan cümlenin türüne göre sınıflandırılırken beş farklı türü olduğu bilinir. Burada yan cümle ile ana cümlenin yeri ve yapı özellikleri de dikkate alınır. Türkiye Türkçesi dil bilgisine göre, birleşik cümlenin "şartlı birleşik cümle", "ki'li birleşik cümle" ve "iç içe birleşik cümle"den oluşan üç türü vardır. Ancak bu sınıflandırma Türkiye Türkçesi'ndeki tüm cümle türlerini kapsamamaktadır. Bu konuda da dilbilimciler arasında görüş ayrılıkları oluşmuş ve bu da birleşik cümle türlerinin belirlenmesi zamanı kavram karmaşasına yol açmaktadır.</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="{"location":"wsj-grid-card-download-pdf-modal","work_title":"AZERBAYCAN VE TÜRKİYE TÜRKÇESİ DİLBİLGİSİNDE DİLİN SÖZDİZİMSEL YAPISININ ÖĞRENİLMESİ ÜZERİNE","attachmentId":57045289,"attachmentType":"pdf","work_url":"https://www.academia.edu/37093521/AZERBAYCAN_VE_T%C3%9CRK%C4%B0YE_T%C3%9CRK%C3%87ES%C4%B0_D%C4%B0LB%C4%B0LG%C4%B0S%C4%B0NDE_D%C4%B0L%C4%B0N_S%C3%96ZD%C4%B0Z%C4%B0MSEL_YAPISININ_%C3%96%C4%9EREN%C4%B0LMES%C4%B0_%C3%9CZER%C4%B0NE","alternativeTracking":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/37093521/AZERBAYCAN_VE_T%C3%9CRK%C4%B0YE_T%C3%9CRK%C3%87ES%C4%B0_D%C4%B0LB%C4%B0LG%C4%B0S%C4%B0NDE_D%C4%B0L%C4%B0N_S%C3%96ZD%C4%B0Z%C4%B0MSEL_YAPISININ_%C3%96%C4%9EREN%C4%B0LMES%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></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":52666272,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":52666272,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_52666272" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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