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class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Meltem Merve Konu</h3></div><div class="js-work-strip profile--work_container" data-work-id="82224821"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82224821/T%C3%9CRK%C3%87E_DERSLER%C4%B0NDE_ED%C4%B0M_B%C4%B0L%C4%B0MSEL_FARKINDALI%C4%9EIN_GEREKL%C4%B0L%C4%B0%C4%9E%C4%B0"><img alt="Research paper thumbnail of TÜRKÇE DERSLERİNDE EDİM BİLİMSEL FARKINDALIĞIN GEREKLİLİĞİ" class="work-thumbnail" src="https://attachments.academia-assets.com/87999985/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82224821/T%C3%9CRK%C3%87E_DERSLER%C4%B0NDE_ED%C4%B0M_B%C4%B0L%C4%B0MSEL_FARKINDALI%C4%9EIN_GEREKL%C4%B0L%C4%B0%C4%9E%C4%B0">TÜRKÇE DERSLERİNDE EDİM BİLİMSEL FARKINDALIĞIN GEREKLİLİĞİ</a></div><div class="wp-workCard_item"><span>Türk Dili Araştırmaları Yıllığı-BELLETEN</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dil öğretiminde ilk hedefi oluşturan bireyin kendini eksiksiz ifade ederek hedef dili amacına uy...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dil öğretiminde ilk hedefi oluşturan bireyin kendini eksiksiz ifade ederek hedef dili amacına uygun kullanabilmesi başarılı bir iletişim<br />için oldukça önemlidir. Bu doğrultuda alıcının karşılaştığı sözceleri /<br />tümceleri / dilsel - dil dışı göstergeleri üretiliş amacına uygun olarak<br />yorumlaması ve verici aşamasına geçebilmek için bağlama göre oluşturduğu sözcelerle iletişim veya bilgilendirme eylemini başarıyla gerçekleştirebilmesi beklenmektedir. Ana dilini edinirken örtük yapılarla<br />ilgili farkındalık geliştiren birey diğer dilleri de daha kolay ve verimli<br />biçimde öğrenebilecektir. Dil paydaşlarının bilinçsiz biçimde uyguladığı bu kuralların Türkçe öğreticileri tarafından bilinçli olarak öğrenicilere aktarılması gereklidir.<br />Çalışmada, edim bilimi uygulamalarının dil becerilerinin geliştirilmesindeki önemini somutlaştırmak amacıyla 5. sınıf (Anıttepe Yayıncılık), 6, 7 ve 8. sınıf (MEB Yayınları) Türkçe ders kitaplarındaki etkinlikler değerlendirilmiştir. Süreç temel nitel araştırma desenine göre<br />yürütülmüş, doküman incelemesi tekniğiyle toplanan veriler betimsel<br />analiz yaklaşımıyla J. L. Austin’in Söz Eylem Kuramındaki edim sözlerine ve J. R. Searle’ün sınıflandırmasına eklemeler yapılarak yorumlanmıştır. İncelenen etkinliklerde 5. sınıf için 21, 6. sınıf için 10, 7. sınıf<br />için 11, 8. sınıf için 16 edim söz değerine ulaşılmıştır. Etkinliklerde<br />edim sözlerin buldurulmaması ve türlerinin yeterli olmaması nedeniyle<br />farklı bağlamları içerecek biçimde genişletilmesi ve tekrarlı yapılarla<br />pekiştirilmesi gerektiği sonucuna varılmıştır. Türkçe öğretmenliği ana<br />bilim dallarında ve ortaokul Türkçe ders kitaplarını hazırlayan komisyonda dil bilimi uzmanlarının da yer almasının bu sorunun giderilmesine katkı sağlayacağı düşünülmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6e15e7355d8801b8b1046ad32f199729" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87999985,"asset_id":82224821,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87999985/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82224821"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82224821"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82224821; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6e15e7355d8801b8b1046ad32f199729" } } $('.js-work-strip[data-work-id=82224821]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82224821,"title":"TÜRKÇE DERSLERİNDE EDİM BİLİMSEL FARKINDALIĞIN GEREKLİLİĞİ","internal_url":"https://www.academia.edu/82224821/T%C3%9CRK%C3%87E_DERSLER%C4%B0NDE_ED%C4%B0M_B%C4%B0L%C4%B0MSEL_FARKINDALI%C4%9EIN_GEREKL%C4%B0L%C4%B0%C4%9E%C4%B0","owner_id":44753857,"coauthors_can_edit":true,"owner":{"id":44753857,"first_name":"Meltem Merve","middle_initials":null,"last_name":"Konu","page_name":"MeltemMerveKonu","domain_name":"independent","created_at":"2016-03-09T01:49:18.198-08:00","display_name":"Meltem Merve Konu","url":"https://independent.academia.edu/MeltemMerveKonu"},"attachments":[{"id":87999985,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87999985/thumbnails/1.jpg","file_name":"T_rk_e_derslerinde_edim_bilimsel_fark_ndal_n_gereklili_i_1125386_2463924.pdf","download_url":"https://www.academia.edu/attachments/87999985/download_file","bulk_download_file_name":"TURKCE_DERSLERINDE_EDIM_BILIMSEL_FARKIND.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87999985/T_rk_e_derslerinde_edim_bilimsel_fark_ndal_n_gereklili_i_1125386_2463924-libre.pdf?1656267777=\u0026response-content-disposition=attachment%3B+filename%3DTURKCE_DERSLERINDE_EDIM_BILIMSEL_FARKIND.pdf\u0026Expires=1740482075\u0026Signature=al-haACznDu2kojo8qionXMUk~iwFQE6jIf33xSVFsoQcMjZ-W9rqHFq~3jIvTcC1BY8ZTzLZmktJhJ2Q4t-MI~gA2wrq14U7DuSGT6hleHDoyQ7MRCkQWllnZjsbV04IEib74Kq9uAjhD8869M8x8svVOimVpFy1ZdZ8dk~1nDhPjspQ5KFZymPbmxJPiDfnMooWduefRUI~ZdWl4rI-P7iOUFxZ-Vjq9Fq3Vs7I79pYSpunHfITrloPz4KoBw6QsfpS6slpxzJsmQRlKGGqXV~2lyEmKFQohkOuZiVZ5x0mkHvvyxR39Tqhx~RnnyjnQ9mn00lbN49d20eddU1GA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77300204"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77300204/G%C3%B6rsel_G%C3%B6stergelerin_K%C3%BClt%C3%BCr_Aktar%C4%B1m%C4%B1ndaki_%C4%B0%C5%9Flevi_Yedi_%C4%B0klim_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretim_Seti_%C3%96rne%C4%9Fi"><img alt="Research paper thumbnail of Görsel Göstergelerin Kültür Aktarımındaki İşlevi: Yedi İklim Türkçe Öğretim Seti Örneği" class="work-thumbnail" src="https://attachments.academia-assets.com/84697165/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77300204/G%C3%B6rsel_G%C3%B6stergelerin_K%C3%BClt%C3%BCr_Aktar%C4%B1m%C4%B1ndaki_%C4%B0%C5%9Flevi_Yedi_%C4%B0klim_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretim_Seti_%C3%96rne%C4%9Fi">Görsel Göstergelerin Kültür Aktarımındaki İşlevi: Yedi İklim Türkçe Öğretim Seti Örneği</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uludag.academia.edu/%C5%9F%C3%BCkr%C3%BCba%C5%9Ft%C3%BCrk">Şükrü Baştürk</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MeltemMerveKonu">Meltem Merve Konu</a></span></div><div class="wp-workCard_item"><span>e-Kafkas Eğitim Araştırmaları Dergisi </span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dil öğretimi için tasarlanmış materyaller içerisinde erişim ve kullanım kolaylığı açısından öğret...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dil öğretimi için tasarlanmış materyaller içerisinde erişim ve kullanım kolaylığı açısından öğretim setleri ilk sırada yer almaktadır. Dil becerilerinin kazandırılmasında bu setlerdeki sözcüklerin, dil bilgisi yapılarının hangi iletişim bağlamında gerçekleşeceğini bilmek erek dilde başarıyı sağlayabilmek için dikkat edilmesi gereken bir noktadır. Bu doğrultuda, öğretim setlerinde erek kültür ögelerine de yeteri kadar yer verilmesi gerekmektedir. Kültürel şema ve çerçevelerin içselleştirilme sürecinde öğretim setlerindeki sözlü-yazılı metinler kadar görsel metinler de önemli bir yere sahiptir. Öğretim setlerindeki görsellerin amaca uygun nicelik ve nitelikte hazırlanması dil öğretim sürecini kolaylaştırırken, tersi bir durum ise süreci zor hâle getirebilmektedir. Bu durumu örneklendirmek amacıyla çalışmada Yedi İklim Türkçe öğretim setinin tüm seviyelerinde yer alan görsel göstergeler, gösterge bilimi açısından incelenmiştir. Bu incelemeyle görsel göstergelerdeki kültürel içeriklerin hedef kültür bağlamına uygun biçimde anlamlandırılma sorunsalı incelenmeye çalışılmıştır. Göstergelerdeki kültür unsurları, Saussure Gösterge Modeline göre gösteren-gösterilen ögeleri açısından ve Avrupa Ortak Başvuru Metnindeki kültür ulamlarına göre sınıflandırılarak tablolara yansıtılmıştır. Çalışma, nitel araştırma yaklaşımı, temel nitel araştırma desenine göre yürütülmüştür. Doküman incelemesi tekniğiyle toplanan veriler Saussure gösterge modeline göre betimsel analiz ile çözümlenmiştir. Bulgular değerlendirildiğinde ders kitapları için görsel kültür göstergesi türü en çok A2, en az C2 seviyesinde; gösterge sayısı en çok A2, en az C1 seviyesinde; çalışma kitaplarında ise gösterge türü en çok A1, en az C1 seviyesinde; gösterge sayısı en çok A1, en az C1 seviyesinde görülmüştür. Bu durum, A1 ve A2 seviyelerinde görsel kültür göstergelerine daha çok önem verilirken B2 ve C1 seviyelerinde öğrenicinin yeterli bilgiye sahip olduğu varsayılarak kültürel içeriğin azaltılması durumuyla değerlendirilebilir. Çalışmanın yabancılara Türkçe öğretimi kitaplarının geliştirilmesi ve bu alanda yapılacak diğer gösterge bilimsel çalışmalara katkı sağlayacağı düşünülmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0fc3d8f5feaabb8d777cfa2d91db9816" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84697165,"asset_id":77300204,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84697165/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77300204"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77300204"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77300204; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="64307488"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/64307488/ORHAN_KEMAL_%C4%B0N_ELL%C4%B0_KURU%C5%9E_%C3%96YK%C3%9CS%C3%9C_BA%C4%9ELAMINDA_OKUMA_ANLAMA_BECER%C4%B0LER%C4%B0NE_KATKISI_A%C3%87ISINDAN_LOUIS_HJELMSLEV_%C4%B0N_GLOSEMAT%C4%B0K_KURAMI"><img alt="Research paper thumbnail of ORHAN KEMAL’İN “ELLİ KURUŞ” ÖYKÜSÜ BAĞLAMINDA OKUMA - ANLAMA BECERİLERİNE KATKISI AÇISINDAN LOUIS HJELMSLEV’İN GLOSEMATİK KURAMI" class="work-thumbnail" src="https://attachments.academia-assets.com/76401281/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/64307488/ORHAN_KEMAL_%C4%B0N_ELL%C4%B0_KURU%C5%9E_%C3%96YK%C3%9CS%C3%9C_BA%C4%9ELAMINDA_OKUMA_ANLAMA_BECER%C4%B0LER%C4%B0NE_KATKISI_A%C3%87ISINDAN_LOUIS_HJELMSLEV_%C4%B0N_GLOSEMAT%C4%B0K_KURAMI">ORHAN KEMAL’İN “ELLİ KURUŞ” ÖYKÜSÜ BAĞLAMINDA OKUMA - ANLAMA BECERİLERİNE KATKISI AÇISINDAN LOUIS HJELMSLEV’İN GLOSEMATİK KURAMI</a></div><div class="wp-workCard_item"><span>BUGU Journal of Language and Education</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Even if what its kind is substance and forms in narration and contents are important in narrative...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Even if what its kind is substance and forms in narration and contents are important in narrative texts. Because, in reception process text is brought to be perceived by receiver by separating parts or combining parts according to specific points. Every language does this with different forms. In this process running reverse of native language receiver and sender are aware of this. Forms familiar in natural language are reconstructed in narratives and substances are received by the recipient according to their background knowledge and experiences.<br />This study was carried out according to the qualitative research design. The data were obtained by document analysis technique and evaluated with a descriptive analysis approach, and Orhan Kemal's story "Elli Kuruş" was interpreted according to Louis Hjelmslev's Glossematic Theory. The aim of the study is to reveal that the author performs the acts of producing and making sense of the text while creating the narrative and the receiver by analyzing these elements consciously or unconsciously, based on the narrative example. When the literature is examined, it is seen that the studies on this theory remain at the level of poetry and are not associated with language learning / teaching. However, all kinds of literary works are created and interpreted by going through these stages. It is thought that the study will help the next studies in terms of showing the applicability of the theory not only to poetry but also to all types of literary and discursive fields.<br />Keywords: Glossematic Theory,  Semiotic analysis, Louis Hjelmslev, reading skill.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b938ef09949f32742bb2be88f0f526c7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":76401281,"asset_id":64307488,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/76401281/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="64307488"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="64307488"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 64307488; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="48901485"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/48901485/%C3%87eviri_Edimine_Dilbilimsel_A%C3%A7%C4%B1dan_Uygulamal%C4%B1_Bir_Yakla%C5%9F%C4%B1m"><img alt="Research paper thumbnail of Çeviri Edimine Dilbilimsel Açıdan Uygulamalı Bir Yaklaşım" class="work-thumbnail" src="https://attachments.academia-assets.com/67307115/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/48901485/%C3%87eviri_Edimine_Dilbilimsel_A%C3%A7%C4%B1dan_Uygulamal%C4%B1_Bir_Yakla%C5%9F%C4%B1m">Çeviri Edimine Dilbilimsel Açıdan Uygulamalı Bir Yaklaşım</a></div><div class="wp-workCard_item"><span>RumeliDE Dil ve Edebiyat Araştırmaları Dergisi</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Çeviri; dil içi ya da diller arasında alıcı ve verici arasında sözlü veya yazılı enformasyon/ ile...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Çeviri; dil içi ya da diller arasında alıcı ve verici arasında sözlü veya yazılı enformasyon/ iletişimi sağlayan, amaca uygun göstergelerden oluşan eşzamanlı/ artzamanlı bir edimdir. Çeviri çalışmaları bilim, teknoloji ve edebiyat başta olmak üzere tüm alanlarda kullanılmaktadır. Bu alanlar arasındaki edebi çeviriler alıcının zevkinden akademik gelişimine kadar çeşitli amaçlara hizmet etmektedir. Bilindiği üzere, kaynak ve erek dildeki sözlü/ yazılı metin aynı ortam ve durumlarda kullanılabildiği ölçüde çeviri eylemi amacına ulaşmış olmaktadır. Bu nedenle, anlamsal ve işlevsel eşdeğerliğin sağlanması çevirinin temel amacıdır. Uygulamalı dilbilimin alanlarından biri olan çeviribilim çalışmalarında dilbilimsel eşdeğerliği oluşturabilmek, çeviri için bir nevi iskelet görevi görmektedir. Çevirilerde dilbilgisel, anlamsal ve işlevsel bütünlüğü sağlamak; çevirmenin ve çevirinin amacına ulaşması, alıcının da ortaya çıkan üründen gereğince yararlanabilmesi için önem taşımaktadır. Bu süreçteki en önemli sorun bilgi yitimidir. Bilgi yitimi; kaynak dilde yer alan biçimsel, sözdizimsel, sözlüksel, anlamsal ve biçemsel ögelerin tam olarak erek dildeki metne yerleştirilememesinden kaynaklanmaktadır. Çevirmenin amacı bilgi yitimini olabildiğince en aza indirebilmektir. Bu noktada, çevirmen Üretici Dönüşümsel Dilbilgisi başta olmak üzere birçok dilbilim kuram ve kavramlarından bilinçli/bilinçsizce yararlanmaktadır. Bu durumu örneklendirmek amacıyla çalışmada Edgar Allan Poe’nun “Annabel Lee” adlı şiiri Melih Cevdet Anday ve Uğur Demiröz tarafından Türkçeye çevirileri ile karşılaştırılarak dilbilimin yöntem, kuram ve kavramlarının çeviri edimindeki önemini ortaya koymak amaçlanmıştır. Bu amaçla, çeviri metinleri dilbilgisi, imge, anlam ve deyiş kayıpları ile işlevsellik açılarından eşdeğerlik olgusu çerçevesinde ve dilbilimin alt alanlarından biçimbilim, sözcükbilim, sözdizim ve anlambilim temelinde asıl eser ile karşılaştırmalı olarak incelenmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6ade2132c76f84232e5c9c93cb887cf7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67307115,"asset_id":48901485,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67307115/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="48901485"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="48901485"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 48901485; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="46232474"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/46232474/%C3%87ocuklar_%C4%B0%C3%A7in_Haz%C4%B1rlanan_Masal_Kitaplar%C4%B1ndaki_Dil_D%C4%B1%C5%9F%C4%B1_G%C3%B6stergelerin_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Çocuklar İçin Hazırlanan Masal Kitaplarındaki Dil Dışı Göstergelerin İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/67307221/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/46232474/%C3%87ocuklar_%C4%B0%C3%A7in_Haz%C4%B1rlanan_Masal_Kitaplar%C4%B1ndaki_Dil_D%C4%B1%C5%9F%C4%B1_G%C3%B6stergelerin_%C4%B0ncelenmesi">Çocuklar İçin Hazırlanan Masal Kitaplarındaki Dil Dışı Göstergelerin İncelenmesi</a></div><div class="wp-workCard_item"><span>Ana Dili Eğitimi Dergisi</span><span>, Jul 12, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">İletişimde, kullanılan dil kadar dil dışı göstergeler de önem taşımaktadır. Özellikle okul öncesi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">İletişimde, kullanılan dil kadar dil dışı göstergeler de önem taşımaktadır. Özellikle okul öncesine ve okumaya yeni başlayan çocuklara yönelik hazırlanan kitaplarda görsellerin yansıttığı iletiler çok önemlidir. Bu dönemdeki çocuklar, karşılaştıkları görselleri çoğu zaman kendilerince anlamlandırıp bir masal uydurarak bir başkasına aktarabilmekte ya da kendi kendilerine anlatabilmektedirler. Çalışmada bu yaşlar için masalları anlamlandırma ve yorumlama sürecinde kullanılan dil dışı göstergelerin önemini belirlemek amaçlanmıştır. Bu amaç doğrultusunda dünya klasik masallarından olan Bremen Mızıkacıları, Çizmeli Kedi, Külkedisi, Pamuk Prenses ve Uyuyan Güzel masal kitaplarındaki görseller, Charles Sanders Peirce’ün kuramı dâhilinde incelenmiştir. Böylelikle masallardaki içselleştirme ediminde dil dışı göstergelerin yeri ve önemi açığa <br />çıkarılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="eb8e6abe13a93b2306fd29ecec112b5a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67307221,"asset_id":46232474,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67307221/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="46232474"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="46232474"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46232474; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="11034697" id="papers"><div class="js-work-strip profile--work_container" data-work-id="82224821"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/82224821/T%C3%9CRK%C3%87E_DERSLER%C4%B0NDE_ED%C4%B0M_B%C4%B0L%C4%B0MSEL_FARKINDALI%C4%9EIN_GEREKL%C4%B0L%C4%B0%C4%9E%C4%B0"><img alt="Research paper thumbnail of TÜRKÇE DERSLERİNDE EDİM BİLİMSEL FARKINDALIĞIN GEREKLİLİĞİ" class="work-thumbnail" src="https://attachments.academia-assets.com/87999985/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/82224821/T%C3%9CRK%C3%87E_DERSLER%C4%B0NDE_ED%C4%B0M_B%C4%B0L%C4%B0MSEL_FARKINDALI%C4%9EIN_GEREKL%C4%B0L%C4%B0%C4%9E%C4%B0">TÜRKÇE DERSLERİNDE EDİM BİLİMSEL FARKINDALIĞIN GEREKLİLİĞİ</a></div><div class="wp-workCard_item"><span>Türk Dili Araştırmaları Yıllığı-BELLETEN</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dil öğretiminde ilk hedefi oluşturan bireyin kendini eksiksiz ifade ederek hedef dili amacına uy...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dil öğretiminde ilk hedefi oluşturan bireyin kendini eksiksiz ifade ederek hedef dili amacına uygun kullanabilmesi başarılı bir iletişim<br />için oldukça önemlidir. Bu doğrultuda alıcının karşılaştığı sözceleri /<br />tümceleri / dilsel - dil dışı göstergeleri üretiliş amacına uygun olarak<br />yorumlaması ve verici aşamasına geçebilmek için bağlama göre oluşturduğu sözcelerle iletişim veya bilgilendirme eylemini başarıyla gerçekleştirebilmesi beklenmektedir. Ana dilini edinirken örtük yapılarla<br />ilgili farkındalık geliştiren birey diğer dilleri de daha kolay ve verimli<br />biçimde öğrenebilecektir. Dil paydaşlarının bilinçsiz biçimde uyguladığı bu kuralların Türkçe öğreticileri tarafından bilinçli olarak öğrenicilere aktarılması gereklidir.<br />Çalışmada, edim bilimi uygulamalarının dil becerilerinin geliştirilmesindeki önemini somutlaştırmak amacıyla 5. sınıf (Anıttepe Yayıncılık), 6, 7 ve 8. sınıf (MEB Yayınları) Türkçe ders kitaplarındaki etkinlikler değerlendirilmiştir. Süreç temel nitel araştırma desenine göre<br />yürütülmüş, doküman incelemesi tekniğiyle toplanan veriler betimsel<br />analiz yaklaşımıyla J. L. Austin’in Söz Eylem Kuramındaki edim sözlerine ve J. R. Searle’ün sınıflandırmasına eklemeler yapılarak yorumlanmıştır. İncelenen etkinliklerde 5. sınıf için 21, 6. sınıf için 10, 7. sınıf<br />için 11, 8. sınıf için 16 edim söz değerine ulaşılmıştır. Etkinliklerde<br />edim sözlerin buldurulmaması ve türlerinin yeterli olmaması nedeniyle<br />farklı bağlamları içerecek biçimde genişletilmesi ve tekrarlı yapılarla<br />pekiştirilmesi gerektiği sonucuna varılmıştır. Türkçe öğretmenliği ana<br />bilim dallarında ve ortaokul Türkçe ders kitaplarını hazırlayan komisyonda dil bilimi uzmanlarının da yer almasının bu sorunun giderilmesine katkı sağlayacağı düşünülmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6e15e7355d8801b8b1046ad32f199729" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87999985,"asset_id":82224821,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87999985/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82224821"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82224821"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82224821; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77300204"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77300204/G%C3%B6rsel_G%C3%B6stergelerin_K%C3%BClt%C3%BCr_Aktar%C4%B1m%C4%B1ndaki_%C4%B0%C5%9Flevi_Yedi_%C4%B0klim_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretim_Seti_%C3%96rne%C4%9Fi"><img alt="Research paper thumbnail of Görsel Göstergelerin Kültür Aktarımındaki İşlevi: Yedi İklim Türkçe Öğretim Seti Örneği" class="work-thumbnail" src="https://attachments.academia-assets.com/84697165/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77300204/G%C3%B6rsel_G%C3%B6stergelerin_K%C3%BClt%C3%BCr_Aktar%C4%B1m%C4%B1ndaki_%C4%B0%C5%9Flevi_Yedi_%C4%B0klim_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretim_Seti_%C3%96rne%C4%9Fi">Görsel Göstergelerin Kültür Aktarımındaki İşlevi: Yedi İklim Türkçe Öğretim Seti Örneği</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uludag.academia.edu/%C5%9F%C3%BCkr%C3%BCba%C5%9Ft%C3%BCrk">Şükrü Baştürk</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MeltemMerveKonu">Meltem Merve Konu</a></span></div><div class="wp-workCard_item"><span>e-Kafkas Eğitim Araştırmaları Dergisi </span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dil öğretimi için tasarlanmış materyaller içerisinde erişim ve kullanım kolaylığı açısından öğret...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dil öğretimi için tasarlanmış materyaller içerisinde erişim ve kullanım kolaylığı açısından öğretim setleri ilk sırada yer almaktadır. Dil becerilerinin kazandırılmasında bu setlerdeki sözcüklerin, dil bilgisi yapılarının hangi iletişim bağlamında gerçekleşeceğini bilmek erek dilde başarıyı sağlayabilmek için dikkat edilmesi gereken bir noktadır. Bu doğrultuda, öğretim setlerinde erek kültür ögelerine de yeteri kadar yer verilmesi gerekmektedir. Kültürel şema ve çerçevelerin içselleştirilme sürecinde öğretim setlerindeki sözlü-yazılı metinler kadar görsel metinler de önemli bir yere sahiptir. Öğretim setlerindeki görsellerin amaca uygun nicelik ve nitelikte hazırlanması dil öğretim sürecini kolaylaştırırken, tersi bir durum ise süreci zor hâle getirebilmektedir. Bu durumu örneklendirmek amacıyla çalışmada Yedi İklim Türkçe öğretim setinin tüm seviyelerinde yer alan görsel göstergeler, gösterge bilimi açısından incelenmiştir. Bu incelemeyle görsel göstergelerdeki kültürel içeriklerin hedef kültür bağlamına uygun biçimde anlamlandırılma sorunsalı incelenmeye çalışılmıştır. Göstergelerdeki kültür unsurları, Saussure Gösterge Modeline göre gösteren-gösterilen ögeleri açısından ve Avrupa Ortak Başvuru Metnindeki kültür ulamlarına göre sınıflandırılarak tablolara yansıtılmıştır. Çalışma, nitel araştırma yaklaşımı, temel nitel araştırma desenine göre yürütülmüştür. Doküman incelemesi tekniğiyle toplanan veriler Saussure gösterge modeline göre betimsel analiz ile çözümlenmiştir. Bulgular değerlendirildiğinde ders kitapları için görsel kültür göstergesi türü en çok A2, en az C2 seviyesinde; gösterge sayısı en çok A2, en az C1 seviyesinde; çalışma kitaplarında ise gösterge türü en çok A1, en az C1 seviyesinde; gösterge sayısı en çok A1, en az C1 seviyesinde görülmüştür. Bu durum, A1 ve A2 seviyelerinde görsel kültür göstergelerine daha çok önem verilirken B2 ve C1 seviyelerinde öğrenicinin yeterli bilgiye sahip olduğu varsayılarak kültürel içeriğin azaltılması durumuyla değerlendirilebilir. Çalışmanın yabancılara Türkçe öğretimi kitaplarının geliştirilmesi ve bu alanda yapılacak diğer gösterge bilimsel çalışmalara katkı sağlayacağı düşünülmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0fc3d8f5feaabb8d777cfa2d91db9816" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84697165,"asset_id":77300204,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84697165/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77300204"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77300204"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77300204; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="64307488"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/64307488/ORHAN_KEMAL_%C4%B0N_ELL%C4%B0_KURU%C5%9E_%C3%96YK%C3%9CS%C3%9C_BA%C4%9ELAMINDA_OKUMA_ANLAMA_BECER%C4%B0LER%C4%B0NE_KATKISI_A%C3%87ISINDAN_LOUIS_HJELMSLEV_%C4%B0N_GLOSEMAT%C4%B0K_KURAMI"><img alt="Research paper thumbnail of ORHAN KEMAL’İN “ELLİ KURUŞ” ÖYKÜSÜ BAĞLAMINDA OKUMA - ANLAMA BECERİLERİNE KATKISI AÇISINDAN LOUIS HJELMSLEV’İN GLOSEMATİK KURAMI" class="work-thumbnail" src="https://attachments.academia-assets.com/76401281/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/64307488/ORHAN_KEMAL_%C4%B0N_ELL%C4%B0_KURU%C5%9E_%C3%96YK%C3%9CS%C3%9C_BA%C4%9ELAMINDA_OKUMA_ANLAMA_BECER%C4%B0LER%C4%B0NE_KATKISI_A%C3%87ISINDAN_LOUIS_HJELMSLEV_%C4%B0N_GLOSEMAT%C4%B0K_KURAMI">ORHAN KEMAL’İN “ELLİ KURUŞ” ÖYKÜSÜ BAĞLAMINDA OKUMA - ANLAMA BECERİLERİNE KATKISI AÇISINDAN LOUIS HJELMSLEV’İN GLOSEMATİK KURAMI</a></div><div class="wp-workCard_item"><span>BUGU Journal of Language and Education</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Even if what its kind is substance and forms in narration and contents are important in narrative...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Even if what its kind is substance and forms in narration and contents are important in narrative texts. Because, in reception process text is brought to be perceived by receiver by separating parts or combining parts according to specific points. Every language does this with different forms. In this process running reverse of native language receiver and sender are aware of this. Forms familiar in natural language are reconstructed in narratives and substances are received by the recipient according to their background knowledge and experiences.<br />This study was carried out according to the qualitative research design. The data were obtained by document analysis technique and evaluated with a descriptive analysis approach, and Orhan Kemal's story "Elli Kuruş" was interpreted according to Louis Hjelmslev's Glossematic Theory. The aim of the study is to reveal that the author performs the acts of producing and making sense of the text while creating the narrative and the receiver by analyzing these elements consciously or unconsciously, based on the narrative example. When the literature is examined, it is seen that the studies on this theory remain at the level of poetry and are not associated with language learning / teaching. However, all kinds of literary works are created and interpreted by going through these stages. It is thought that the study will help the next studies in terms of showing the applicability of the theory not only to poetry but also to all types of literary and discursive fields.<br />Keywords: Glossematic Theory,  Semiotic analysis, Louis Hjelmslev, reading skill.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b938ef09949f32742bb2be88f0f526c7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":76401281,"asset_id":64307488,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/76401281/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="64307488"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="64307488"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 64307488; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="48901485"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/48901485/%C3%87eviri_Edimine_Dilbilimsel_A%C3%A7%C4%B1dan_Uygulamal%C4%B1_Bir_Yakla%C5%9F%C4%B1m"><img alt="Research paper thumbnail of Çeviri Edimine Dilbilimsel Açıdan Uygulamalı Bir Yaklaşım" class="work-thumbnail" src="https://attachments.academia-assets.com/67307115/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/48901485/%C3%87eviri_Edimine_Dilbilimsel_A%C3%A7%C4%B1dan_Uygulamal%C4%B1_Bir_Yakla%C5%9F%C4%B1m">Çeviri Edimine Dilbilimsel Açıdan Uygulamalı Bir Yaklaşım</a></div><div class="wp-workCard_item"><span>RumeliDE Dil ve Edebiyat Araştırmaları Dergisi</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Çeviri; dil içi ya da diller arasında alıcı ve verici arasında sözlü veya yazılı enformasyon/ ile...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Çeviri; dil içi ya da diller arasında alıcı ve verici arasında sözlü veya yazılı enformasyon/ iletişimi sağlayan, amaca uygun göstergelerden oluşan eşzamanlı/ artzamanlı bir edimdir. Çeviri çalışmaları bilim, teknoloji ve edebiyat başta olmak üzere tüm alanlarda kullanılmaktadır. Bu alanlar arasındaki edebi çeviriler alıcının zevkinden akademik gelişimine kadar çeşitli amaçlara hizmet etmektedir. Bilindiği üzere, kaynak ve erek dildeki sözlü/ yazılı metin aynı ortam ve durumlarda kullanılabildiği ölçüde çeviri eylemi amacına ulaşmış olmaktadır. Bu nedenle, anlamsal ve işlevsel eşdeğerliğin sağlanması çevirinin temel amacıdır. Uygulamalı dilbilimin alanlarından biri olan çeviribilim çalışmalarında dilbilimsel eşdeğerliği oluşturabilmek, çeviri için bir nevi iskelet görevi görmektedir. Çevirilerde dilbilgisel, anlamsal ve işlevsel bütünlüğü sağlamak; çevirmenin ve çevirinin amacına ulaşması, alıcının da ortaya çıkan üründen gereğince yararlanabilmesi için önem taşımaktadır. Bu süreçteki en önemli sorun bilgi yitimidir. Bilgi yitimi; kaynak dilde yer alan biçimsel, sözdizimsel, sözlüksel, anlamsal ve biçemsel ögelerin tam olarak erek dildeki metne yerleştirilememesinden kaynaklanmaktadır. Çevirmenin amacı bilgi yitimini olabildiğince en aza indirebilmektir. Bu noktada, çevirmen Üretici Dönüşümsel Dilbilgisi başta olmak üzere birçok dilbilim kuram ve kavramlarından bilinçli/bilinçsizce yararlanmaktadır. Bu durumu örneklendirmek amacıyla çalışmada Edgar Allan Poe’nun “Annabel Lee” adlı şiiri Melih Cevdet Anday ve Uğur Demiröz tarafından Türkçeye çevirileri ile karşılaştırılarak dilbilimin yöntem, kuram ve kavramlarının çeviri edimindeki önemini ortaya koymak amaçlanmıştır. Bu amaçla, çeviri metinleri dilbilgisi, imge, anlam ve deyiş kayıpları ile işlevsellik açılarından eşdeğerlik olgusu çerçevesinde ve dilbilimin alt alanlarından biçimbilim, sözcükbilim, sözdizim ve anlambilim temelinde asıl eser ile karşılaştırmalı olarak incelenmiştir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6ade2132c76f84232e5c9c93cb887cf7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67307115,"asset_id":48901485,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67307115/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="48901485"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="48901485"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 48901485; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="46232474"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/46232474/%C3%87ocuklar_%C4%B0%C3%A7in_Haz%C4%B1rlanan_Masal_Kitaplar%C4%B1ndaki_Dil_D%C4%B1%C5%9F%C4%B1_G%C3%B6stergelerin_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Çocuklar İçin Hazırlanan Masal Kitaplarındaki Dil Dışı Göstergelerin İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/67307221/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/46232474/%C3%87ocuklar_%C4%B0%C3%A7in_Haz%C4%B1rlanan_Masal_Kitaplar%C4%B1ndaki_Dil_D%C4%B1%C5%9F%C4%B1_G%C3%B6stergelerin_%C4%B0ncelenmesi">Çocuklar İçin Hazırlanan Masal Kitaplarındaki Dil Dışı Göstergelerin İncelenmesi</a></div><div class="wp-workCard_item"><span>Ana Dili Eğitimi Dergisi</span><span>, Jul 12, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">İletişimde, kullanılan dil kadar dil dışı göstergeler de önem taşımaktadır. Özellikle okul öncesi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">İletişimde, kullanılan dil kadar dil dışı göstergeler de önem taşımaktadır. Özellikle okul öncesine ve okumaya yeni başlayan çocuklara yönelik hazırlanan kitaplarda görsellerin yansıttığı iletiler çok önemlidir. Bu dönemdeki çocuklar, karşılaştıkları görselleri çoğu zaman kendilerince anlamlandırıp bir masal uydurarak bir başkasına aktarabilmekte ya da kendi kendilerine anlatabilmektedirler. Çalışmada bu yaşlar için masalları anlamlandırma ve yorumlama sürecinde kullanılan dil dışı göstergelerin önemini belirlemek amaçlanmıştır. Bu amaç doğrultusunda dünya klasik masallarından olan Bremen Mızıkacıları, Çizmeli Kedi, Külkedisi, Pamuk Prenses ve Uyuyan Güzel masal kitaplarındaki görseller, Charles Sanders Peirce’ün kuramı dâhilinde incelenmiştir. Böylelikle masallardaki içselleştirme ediminde dil dışı göstergelerin yeri ve önemi açığa <br />çıkarılmıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="eb8e6abe13a93b2306fd29ecec112b5a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67307221,"asset_id":46232474,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67307221/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="46232474"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="46232474"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46232474; 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