A Framework Program for Teaching Derivational Morphemes in Teaching Turkish as A Foreign Language

Elif Çevik; Halit Karatay

Makale detayları

A Framework Program for Teaching Derivational Morphemes in Teaching Turkish as A Foreign Language

Yazarlar:

Elif Çevik | Halit Karatay

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 4, pp.2325-2353

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302650

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 Derived words constitute a significant part of the vocabulary in Turkish, an agglutinative language. Although inflectional morphemes are a highly debated issue in teaching Turkish as a foreign language, derivational morphemes do not get enough attention. As Turkish is a quite rich language regarding derivational morphemes and derived words, teaching derivational morphemes needs to get more emphasis in teaching Turkish as the mother tongue and as a foreign language. This study presents a framework program for derivational morphemes that need to be included while teaching Turkish as a foreign language and the level required for their instruction. This descriptive study employed qualitative research methods. Data were collected through document analysis of three books to teach Turkish, including the dictionary titled A Frequency Dictionary of Turkish, the textbooks titled Yabancılar İçin Türkçe, and A1, A2, B1, and B2 level Turkish textbooks from Yedi İklim Publishing House. The derived words in those books were identified, and the frequency of their derivational morphemes was measured. The results were organized on separate charts based on the books and type of the derivational morphemes from noun to noun, from noun to verb, from verb to noun, and from verb to verb. Finally, a chart that shows the frequency of derivational morphemes based on the total data from all resources without separating them based on the type was created. Six experts, who have been teaching Turkish as a foreign language for five to ten years, were asked to share their opinions on the order on this chart. A framework program regarding the types of derivational morphemes and the level for those to be taught was proposed based on expert opinions, derivational morphemes in some Turkish teaching resources, instructional themes in Turkish teaching books, and grammatical functions.

 Derived words constitute a significant part of the vocabulary in Turkish, an agglutinative language. Although inflectional morphemes are a highly debated issue in teaching Turkish as a foreign language, derivational morphemes do not get enough attention. As Turkish is a quite rich language regarding derivational morphemes and derived words, teaching derivational morphemes needs to get more emphasis in teaching Turkish as the mother tongue and as a foreign language. This study presents a framework program for derivational morphemes that need to be included while teaching Turkish as a foreign language and the level required for their instruction. This descriptive study employed qualitative research methods. Data were collected through document analysis of three books to teach Turkish, including the dictionary titled A Frequency Dictionary of Turkish, the textbooks titled Yabancılar İçin Türkçe, and A1, A2, B1, and B2 level Turkish textbooks from Yedi İklim Publishing House. The derived words in those books were identified, and the frequency of their derivational morphemes was measured. The results were organized on separate charts based on the books and type of the derivational morphemes from noun to noun, from noun to verb, from verb to noun, and from verb to verb. Finally, a chart that shows the frequency of derivational morphemes based on the total data from all resources without separating them based on the type was created. Six experts, who have been teaching Turkish as a foreign language for five to ten years, were asked to share their opinions on the order on this chart. A framework program regarding the types of derivational morphemes and the level for those to be taught was proposed based on expert opinions, derivational morphemes in some Turkish teaching resources, instructional themes in Turkish teaching books, and grammatical functions.

 Derived words constitute a significant part of the vocabulary in Turkish, an agglutinative language. Although inflectional morphemes are a highly debated issue in teaching Turkish as a foreign language, derivational morphemes do not get enough attention. As Turkish is a quite rich language regarding derivational morphemes and derived words, teaching derivational morphemes needs to get more emphasis in teaching Turkish as the mother tongue and as a foreign language. This study presents a framework program for derivational morphemes that need to be included while teaching Turkish as a foreign language and the level required for their instruction. This descriptive study employed qualitative research methods. Data were collected through document analysis of three books to teach Turkish, including the dictionary titled A Frequency Dictionary of Turkish, the textbooks titled Yabancılar İçin Türkçe, and A1, A2, B1, and B2 level Turkish textbooks from Yedi İklim Publishing House. The derived words in those books were identified, and the frequency of their derivational morphemes was measured. The results were organized on separate charts based on the books and type of the derivational morphemes from noun to noun, from noun to verb, from verb to noun, and from verb to verb. Finally, a chart that shows the frequency of derivational morphemes based on the total data from all resources without separating them based on the type was created. Six experts, who have been teaching Turkish as a foreign language for five to ten years, were asked to share their opinions on the order on this chart. A framework program regarding the types of derivational morphemes and the level for those to be taught was proposed based on expert opinions, derivational morphemes in some Turkish teaching resources, instructional themes in Turkish teaching books, and grammatical functions.

 Eklemeli diller arasında yer alan Türkçenin söz varlığının önemli bir bölümünü türemiş sözcükler oluşturmaktadır. Türkçenin yabancı dil olarak öğretiminde çekim ekleri üzerinde çok fazla durulurken yapım ekleri üzerinde çok fazla durulmadığı görülmektedir. Yapım ekleri ve türemiş sözcükler bakımından oldukça zengin olan Türkçenin hem ana dili hem de yabancı dil olarak öğretiminde yapım eklerinin öğretimine yer verilmesi gerekmektedir. Bu çalışmada Türkçenin yabancı dil olarak öğretimi sürecine dahil edilmesi gereken yapım eklerine ve bu eklerin öğretimine hangi seviyede yer verilmesi gerektiğine yönelik bir çerçeve program sunulmuştur. Bu çalışma, nitel araştırma yaklaşımı ile yürütülmüş betimsel bir çalışmadır. Çalışma verileri belge incelemesi yoluyla elde edilmiş, verileri toplamak için Türkçenin öğretiminde kullanılan Türkçenin sıklık sözlüğü, Yabancılar İçin Türkçe ve Yedi İklim Türkçe öğretim setlerinin A1, A2, B1 ve B2 seviyelerine ait ders kitapları incelenmiştir. Bu kaynaklardaki türemiş sözcükler belirlenerek Türkçe yapım eklerinin kullanım sıklığına ulaşılmaya çalışılmıştır. Ulaşılan sonuçlar çalışmaya dahil edilen üç kaynağa ve yapım eklerinin türlerine göre isimden isim, isimden fiil, fiilden isim ve filden fiil yapan ekler ayrı ayrı tablolar hâlinde gösterilmiştir. Son olarak tüm kaynaklardan elde edilen toplam verilere göre tür ayrımı yapılmaksızın yapım eklerinin kullanım sıklığını gösteren bir tablo oluşturulmuştur. Bu tablodaki sıralama göz önüne alınarak Türkçenin yabancı dil olarak öğretimi alanında 5-10 yıldır çalışmakta olan 6 uzmanın görüşleri alınmış; uzman görüşleri, Türkçenin öğretimi için hazırlanan bazı kaynaklarda yer verilen yapım ekleri, Türkçe öğretim setlerindeki öğrenme temaları ve dilbilgisel işlevler dikkate alınarak hangi yapım ekinin hangi seviyede öğretilebileceğine yönelik bir çerçeve program önerilmiştir.

Makale detayları

A Framework Program for Teaching Derivational Morphemes in Teaching Turkish as A Foreign Language

Yazarlar:

Elif Çevik | Halit Karatay

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 4, pp.2325-2353

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302650

pISSN:

1303-0493

Teaching Turkish as a foreign language

derivational morphemes

teaching morphemes

framework programTürkçenin yabancı dil olarak öğretimi

yapım ekleri

eklerin öğretimi

çerçeve program

Sayı

Makale detayları

Yazarlar: Elif Çevik | Halit Karatay

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Türkçe Eğitimi

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 4, pp.2325-2353

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001302650

pISSN: 1303-0493

Sayı

Yazarlar:

Elif Çevik | Halit Karatay

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 4, pp.2325-2353

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302650

pISSN:

1303-0493