Türkçe öğrenen Kosovalı öğrencilerin konuşma becerilerindeki biçim bilgisi yanlışları üzerine bir inceleme
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Date
2021-07-30
Authors
Kurshumliu, Sibel
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Araştırmanın amacı, yabancı dil olarak Türkçe öğrenen orta düzeydeki Kosovalı öğrencilerin konuşma becerilerinde yaptıkları biçim bilgisi yanlışlarını ortaya koymaktır. Bu doğrultuda 2019-2020 eğitim-öğretim yılında Kosova’nın, Priştine, Prizren ve İpek şehirlerinde bulunan Yunus Emre Enstitüsü Merkezleri’nde Türkçe öğrenen, ana dili Arnavutça olan orta düzey kur seviyesindeki 37 öğrenci ile bir çalışma grubu oluşturulmuştur. Araştırmada nitel yaklaşım, verilerin çözümlemesinde ise betimsel analiz kullanılmıştır. Araştırmanın temel verilerini toplamak amacıyla Çetinkaya’nın (2015) yanlış çözümlemesi için geliştirdiği formdan yararlanılmış ve Biçim Bilgisi Veri Toplama Formu geliştirilmiştir. Aynı zamanda katılımcıların cinsiyet, yaş, öğrenim gördükleri şube gibi demografik özelliklerin öğrenimi için Kişisel Bilgi Formu geliştirilmiştir. Katılımcılardan toplanan verilerden elde edilen bulgulara göre Kosovalı öğrencilerin konuşma becerilerinde toplam 738 biçim bilgisi yanlışı yapıldığı tespit edilmiştir. Yapılan incelemeler sonucunda yanlış yapılan biçim bilgisi ulamın %61,9’la isim çekimi olduğu (n=457), ardından %14,6’la fiil çekimi (n=108), %14,4’le kelime kökü yanlışları (n=107), %7,85’le yapım ekleri (n=58) ve %1,08’le fiil çatısı (n=8) geldiği görülmektedir. Ayrıca belirtilen kategoriler alt başlıklar altında detaylandırılmıştır. Araştırmada elde edilen bulgulara göre katılımcıların konuşmalarında en çok yanlış 112 (%24,5) ile belirtme durum eki, 107 (%14,4) ile kelime kökü ve 98 (%21,4) ile iyelik eki olduğu tespit edilmiştir. Bununla birlikte Türkçe ve Arnavutça arasındaki ilişkiler belirlenmiştir. Böylelikle iki dil arasındaki benzerlikler ve farklılıklar incelenmiştir. Aynı zamanda ana dili Arnavutça olan öğrencilerin Türkçe öğrenirken zorlandıkları ekler tespit edilerek kendi ana dilleriyle karşılaştırılmıştır. Bu nedenle araştırmanın, ana dili Arnavutça olan Kosovalı öğrencilerin Türkçe öğretimi alanında katkı sağlayacağı öngörülmektedir.
The aim of this research is to explore the morphological errors in the speaking skills of Kosovo students who learn Turkish as a foreign language at the intermediate level. In this study, a sample of 37 Kosovo students learning Turkish at an immediate level at the Yunus Emre Institute Centers in Pristina, Prizren and Peja cities of Kosovo in the 2019-2020 academic year was formed and the mother tongue of the students is Albanian. Qualitative approach was used in the research and descriptive analysis was used in the data analysis. In order to collect the basic data of the research, a Morphological Data Collection Form was developed, using the form developed by Çetinkaya (2015) for error analysis. Simultaneously, a Personal Information Form was developed to learn the demographic characteristics of the participants such as gender, age and branch of education. According to the findings obtained from the data collected from the participants, it was determined that a total of 738 morphological errors were made in the speaking skills of Kosovo students. As a result of the examinations, it was found that 61.9% of total morpheme errors were made in noun declension category (n=457), followed by verb conjugation category with 14.6% of total errors (n=108), word root category with 14.4% of total errors (n=107), morphological derivation category with 7.85% of total errors (n=58) and voice of verbs category with 1.08% of total errors (n=8). In addition, the specified categories are detailed under subcategories. In accordance with the findings obtained in the study, it was determined that the most common errors in the speaking skills of the participants were made in the accusative case suffix with 112 errors (24.5%), in the word root with 107 errors (14.4%) and in the possessive suffix with 98 errors in total (21.4%). However, relations between the Turkish language and Albanian language were also analysed. Therefore, both the similarities and differences between the two languages were examined. At the same time, the morphemes that the native Albanian speaking students face difficulty with when learning the Turkish language were determined and compared with their mother tongue. For this reason, it is anticipated that the research will contribute to the field of Turkish language being taught to Kosovo students with Albanian as their mother tongue.
The aim of this research is to explore the morphological errors in the speaking skills of Kosovo students who learn Turkish as a foreign language at the intermediate level. In this study, a sample of 37 Kosovo students learning Turkish at an immediate level at the Yunus Emre Institute Centers in Pristina, Prizren and Peja cities of Kosovo in the 2019-2020 academic year was formed and the mother tongue of the students is Albanian. Qualitative approach was used in the research and descriptive analysis was used in the data analysis. In order to collect the basic data of the research, a Morphological Data Collection Form was developed, using the form developed by Çetinkaya (2015) for error analysis. Simultaneously, a Personal Information Form was developed to learn the demographic characteristics of the participants such as gender, age and branch of education. According to the findings obtained from the data collected from the participants, it was determined that a total of 738 morphological errors were made in the speaking skills of Kosovo students. As a result of the examinations, it was found that 61.9% of total morpheme errors were made in noun declension category (n=457), followed by verb conjugation category with 14.6% of total errors (n=108), word root category with 14.4% of total errors (n=107), morphological derivation category with 7.85% of total errors (n=58) and voice of verbs category with 1.08% of total errors (n=8). In addition, the specified categories are detailed under subcategories. In accordance with the findings obtained in the study, it was determined that the most common errors in the speaking skills of the participants were made in the accusative case suffix with 112 errors (24.5%), in the word root with 107 errors (14.4%) and in the possessive suffix with 98 errors in total (21.4%). However, relations between the Turkish language and Albanian language were also analysed. Therefore, both the similarities and differences between the two languages were examined. At the same time, the morphemes that the native Albanian speaking students face difficulty with when learning the Turkish language were determined and compared with their mother tongue. For this reason, it is anticipated that the research will contribute to the field of Turkish language being taught to Kosovo students with Albanian as their mother tongue.
Description
Keywords
Konuşma, Biçim bilgisi, Yabancılara Türkçe öğretimi, Speaking, Morphology, Teaching Turkish to foreigners
Citation
Kurshumliu, S. (2021). Türkçe öğrenen Kosovalı öğrencilerin konuşma becerilerindeki biçim bilgisi yanlışları üzerine bir inceleme. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.