Examination of Linguistic Appearances Directing Reader Empathy in Narrative Texts in Turkish Textbooks

Nermin Yazıcı; Günçe Günduğdu

Makale detayları

Examination of Linguistic Appearances Directing Reader Empathy in Narrative Texts in Turkish Textbooks

Yazarlar:

Nermin Yazıcı | Günçe Günduğdu

Yayıncı:

Hacettepe University

Ana Başlıklar:

Türk Dili ve Edebiyatı (Diğer)

Dergi:

Hacettepe Üniversitesi Türkiyat Araştırmaları (HÜTAD) Issue 38/Özel Sayı, pp.199-219

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001295631

pISSN:

1305-5992

Anahtar kelimeler:

Özet:

 Narratives provide the reader with simulated experiences to perceive fictional characters consciousness and the reflection of hisher emotions. By these characteristics, narrative texts become an important educational tool to support social development by establishing commonality between individuals with no similar experiences, as well as emotional development in understanding the others mind. Narrative empathy, which is defined as a part of the interaction between the text and the reader and a psychological mechanisms of the experience to relate a fictional text, is supported by various linguistic structures and uses in the text. One of the goals of mother tongue education is the development of the affective domain, that includes such skills as associating and organizing emotions and developing social understanding. In this regard, the purpose of the current study was to examine the fictional narrative texts in the Turkish textbook, a basic material in Turkish education, whether they supported empathy development in readers. In the study, the fiction texts in the Turkish 5th grade textbook were described in terms of narrator typology, frequency, diversity and contextual themes of mental verbs, and metaphor use. In addition, the study focused on activities in the textbook that encouraged readers to empathize. The findings indicated that the third person narrator in the narrative texts in the Turkish textbook, emotion verbs in mental verbs described with cognition, emotion, and perception, as well as metaphors to describe the others mental states were high in frequency. Finally, the texts included self-reference questions and indirect strategies directing the reader to empathize with the character.

 Narratives provide the reader with simulated experiences to perceive fictional characters consciousness and the reflection of hisher emotions. By these characteristics, narrative texts become an important educational tool to support social development by establishing commonality between individuals with no similar experiences, as well as emotional development in understanding the others mind. Narrative empathy, which is defined as a part of the interaction between the text and the reader and a psychological mechanisms of the experience to relate a fictional text, is supported by various linguistic structures and uses in the text. One of the goals of mother tongue education is the development of the affective domain, that includes such skills as associating and organizing emotions and developing social understanding. In this regard, the purpose of the current study was to examine the fictional narrative texts in the Turkish textbook, a basic material in Turkish education, whether they supported empathy development in readers. In the study, the fiction texts in the Turkish 5th grade textbook were described in terms of narrator typology, frequency, diversity and contextual themes of mental verbs, and metaphor use. In addition, the study focused on activities in the textbook that encouraged readers to empathize. The findings indicated that the third person narrator in the narrative texts in the Turkish textbook, emotion verbs in mental verbs described with cognition, emotion, and perception, as well as metaphors to describe the others mental states were high in frequency. Finally, the texts included self-reference questions and indirect strategies directing the reader to empathize with the character.

 Narratives provide the reader with simulated experiences to perceive fictional characters consciousness and the reflection of hisher emotions. By these characteristics, narrative texts become an important educational tool to support social development by establishing commonality between individuals with no similar experiences, as well as emotional development in understanding the others mind. Narrative empathy, which is defined as a part of the interaction between the text and the reader and a psychological mechanisms of the experience to relate a fictional text, is supported by various linguistic structures and uses in the text. One of the goals of mother tongue education is the development of the affective domain, that includes such skills as associating and organizing emotions and developing social understanding. In this regard, the purpose of the current study was to examine the fictional narrative texts in the Turkish textbook, a basic material in Turkish education, whether they supported empathy development in readers. In the study, the fiction texts in the Turkish 5th grade textbook were described in terms of narrator typology, frequency, diversity and contextual themes of mental verbs, and metaphor use. In addition, the study focused on activities in the textbook that encouraged readers to empathize. The findings indicated that the third person narrator in the narrative texts in the Turkish textbook, emotion verbs in mental verbs described with cognition, emotion, and perception, as well as metaphors to describe the others mental states were high in frequency. Finally, the texts included self-reference questions and indirect strategies directing the reader to empathize with the character.

 Anlatılar, kurmaca karakterin bilincinin okur tarafından algılanması ve duygularının yansılanmasında okura simüle edilmiş deneyimler sunar. Anlatısal metinler bu özellikleriyle benzer deneyimleri yaşamayan bireyler arasında ortaklık kurarak sosyal, bir başkasının zihnini anlayabilmede ise duygusal gelişimi destekleyecek önemli bir eğitsel araç niteliği kazanırlar. Metin ve okur arasındaki etkileşimin bir parçası ve kurmaca metinle ilişki kurma deneyiminin psikolojik mekanizmalarından biri olarak tanımlanan anlatı empatisi, metindeki çeşitli dilsel yapılar ve kullanımlarla desteklenmektedir. Anadili eğitiminin hedeflerinden biri de duyguları ilişkilendirme, düzenleyebilme, sosyal anlayış geliştirme gibi becerileri kapsayan duyuşsal alanın gelişimidir. Bu doğrultuda, mevcut çalışmada Türkçe eğitiminin temel ders materyallerinden biri olan Türkçe ders kitabında yer alan kurmaca anlatı metinlerinin okurda empati gelişimini desteklemesi bakımından incelenmesi hedeflenmiştir. Çalışmada Türkçe 5. sınıf ders kitabında yer alan kurmaca metinlerdeki anlatıcı tipolojisi, zihinsel eylemler ve metafor kullanımı sıklık, çeşitlilik ve bağlamsal izlekleri bakımından betimlenmiştir. Ayrıca çalışmada ders kitabındaki okuru empati yapmaya yönlendiren etkinliklere de odaklanılmıştır. Bulgular, Türkçe ders kitabındaki kurmaca metinlerde üçüncü kişi anlatıcının, biliş, duygu ve algı olarak sınıflandırılan zihinsel fiillerde duygu fiillerinin ve diğer karakterlerin zihinsel durumlarını betimlemeye yönelik metaforların sıklığının yüksek olduğunu göstermektedir. Bununla birlikte, okuma etkinliklerinde okuru karakterle empati yapmaya yönlendiren öz referans sorularının ve dolaylı stratejilerin kullanıldığı izlenmiştir.

Makale detayları

Examination of Linguistic Appearances Directing Reader Empathy in Narrative Texts in Turkish Textbooks

Yazarlar:

Nermin Yazıcı | Günçe Günduğdu

Yayıncı:

Hacettepe University

Ana Başlıklar:

Türk Dili ve Edebiyatı (Diğer)

Dergi:

Hacettepe Üniversitesi Türkiyat Araştırmaları (HÜTAD) Issue 38/Özel Sayı, pp.199-219

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001295631

pISSN:

1305-5992

Reading

narrative empathy

reading empathy

Turkish teachingokuma

anlatı empatisi

okuma empatisi

Türkçe eğitimi

Sayı

Makale detayları

Yazarlar: Nermin Yazıcı | Günçe Günduğdu

Yayıncı: Hacettepe University

Ana Başlıklar: Türk Dili ve Edebiyatı (Diğer)

Dergi: Hacettepe Üniversitesi Türkiyat Araştırmaları (HÜTAD) Issue 38/Özel Sayı, pp.199-219

Belge Tipi: Makale

Yayın Tarihi: 7/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001295631

pISSN: 1305-5992

Sayı

Yazarlar:

Nermin Yazıcı | Günçe Günduğdu

Yayıncı:

Hacettepe University

Ana Başlıklar:

Türk Dili ve Edebiyatı (Diğer)

Dergi:

Hacettepe Üniversitesi Türkiyat Araştırmaları (HÜTAD) Issue 38/Özel Sayı, pp.199-219

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001295631

pISSN:

1305-5992