Moğol öğrencilerin Türkiye ve Türkçe algıları
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Dosyalar
Tarih
2019
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, Moğol öğrencilerin Türkçe öğrenme başarıları ile dil becerilerine ilişkin algıları arasındaki ilişki incelenmiştir. Araştırma olgu bilim (fenomenoloji) desenine uygun olarak tasarlanmıştır. Araştırmanın katılımcıları Bolu Abant İzzet Baysal Üniversitesi Türkçe Öğretimi Uygulama ve Araştırma Merkezinde (TÖMER) Türkçe öğrenen B2 seviyesindeki 5 Moğol öğrencidir. Araştırmaya veri toplamak amacıyla öğrencilerden Türkçe, Türkiye ve dil becerilerine yönelik yazılı olarak metafor üretmeleri ve bu metaforun gerekçesini yazmaları istenmiştir. Araştırma verilerinin toplanması konusunda ayrıca kur sonunda öğrencilerin dil becerilerinden aldıkları puanlar kullanılmıştır. Böylelikle Moğol öğrencilerin Türkiye, Türkçe, dil bilgisi ve dört temel dil becerisi ile ilgili algıları belirlenmiştir. Öğrencilerin algıları Türkçe öğrenme başarılarıyla birlikte yorumlanmıştır. Araştırma sonucunda öğrencilerin Türkiye’yi “tabiat, yiyecek ve tatlı, kitap ve güneş, müze ve saat, çok kültürlülük, sığınak”; Türkçe öğrenme sürecini “fidan ve gül yetiştirmek, merdiven çıkmak, nazik konuşma, sanat türü, su, önemli bir köprü, zengin sözlük, önceden okuduğum kitap, bisiklet”; okuma becerisini “oyuncak, yürümek, bilgi kaynağı, müzik”; yazma becerisini “trafik kuralı, kadın ve resim”; dinleme becerisini “film, müzik ve başarı anahtarı”; konuşma becerisini “su, internet, pencere, deniz feneri ve güçlü bir silah”; dil bilgisini ise “çiçek” metaforlarıyla olumlu olarak ifade ettikleri belirlenmiştir. Öğrencilerin Türkiye ve konuşma becerisi ile ilgili ürettikleri olumsuz metafor yoktur. Fakat Türkçe öğrenmenin zorluklarını “rubik küp, matematik teorisi, labirent, lego, karışık bir roman”; okuma becerisini “savaş”; yazma becerisini “büyük bir ağaç ve satranç oyunu”; dinleme becerisini “deprem ve gürültü”; dil bilgisini ise “otobüs, kalabalık ülke, okyanus ve saç” metaforlarıyla olumsuz şekilde ifade ettikleri görülmüştür. Öğrencilerin ürettikleri metaforlar ile kur sonunda aldıkları puanlar karşılaştırıldığında ise olumsuz metaforlara rağmen öğrencilerin puanlarının yüksek olduğu tespit edilmiştir.
This study examined the relationship between Mongol students' Turkish learning achievement and their language skill perceptions. The research was designed in accordance with the phenomenology pattern. Participants of the study are B2 level 5 Mongolian students (3 females-2 males) who learn Turkish at TOMER of BAIBU. The age of the participants ranges from 18-21 and they all study Turkish for their undergraduate studies. To collect data, an interview form is used designed by the researchers. By the help of this form, the researchers aimed to determine the participants’ perceptions regarding Turkey, Turkish, four language skills and grammar. For data collection, exit scores of students at the end of the courses were considered. Thus, Mongolian students’ perceptions about Turkey, Turkish, grammar and 4 basic language skills were determined. Students’ perceptions were interpreted with their Turkish learning. As a result of the study, it was found that students produced positive metaphors about Turkey like nature, book and sun. Growing rose and sapling, water and bicycle are the positive metaphors produced about learning Turkish. The metaphors produced about the difficulties of learning Turkish were Rubik’s cube, toy block. They produced such positive metaphors about reading skill as toy and war was the negative metaphor about this skill. Positive metaphors like traffic rule, woman, picture and negative ones such as a huge tree and a game of chess were produced about writing skill. As for listening skill, movie, music were positive and earthquake, noise were negative metaphors. While they produce positive metaphors such as water and lighthouse about speaking skill, they didn’t produce any negative metaphors. There was only one positive metaphor about grammar – flower. When students’ metaphors and exit scores were compared, it was determined that students’ scores were high despite negative metaphors.
This study examined the relationship between Mongol students' Turkish learning achievement and their language skill perceptions. The research was designed in accordance with the phenomenology pattern. Participants of the study are B2 level 5 Mongolian students (3 females-2 males) who learn Turkish at TOMER of BAIBU. The age of the participants ranges from 18-21 and they all study Turkish for their undergraduate studies. To collect data, an interview form is used designed by the researchers. By the help of this form, the researchers aimed to determine the participants’ perceptions regarding Turkey, Turkish, four language skills and grammar. For data collection, exit scores of students at the end of the courses were considered. Thus, Mongolian students’ perceptions about Turkey, Turkish, grammar and 4 basic language skills were determined. Students’ perceptions were interpreted with their Turkish learning. As a result of the study, it was found that students produced positive metaphors about Turkey like nature, book and sun. Growing rose and sapling, water and bicycle are the positive metaphors produced about learning Turkish. The metaphors produced about the difficulties of learning Turkish were Rubik’s cube, toy block. They produced such positive metaphors about reading skill as toy and war was the negative metaphor about this skill. Positive metaphors like traffic rule, woman, picture and negative ones such as a huge tree and a game of chess were produced about writing skill. As for listening skill, movie, music were positive and earthquake, noise were negative metaphors. While they produce positive metaphors such as water and lighthouse about speaking skill, they didn’t produce any negative metaphors. There was only one positive metaphor about grammar – flower. When students’ metaphors and exit scores were compared, it was determined that students’ scores were high despite negative metaphors.
Açıklama
Anahtar Kelimeler
Türkçenin Yabancı Dil Olarak Öğretimi, Metafor, Algı, Algı, Temel Dil Becerileri, Teaching Turkish as a Foreign Language, Metaphor, Perception, Basic Language Skills
Kaynak
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
19
Sayı
3
