Problems, Methods, and Solution Suggestions in Teaching Rhetoric (Example of Turkish Universities)

Mehmet Yılmaz; Mohammed Saeed Salem

Makale detayları

Problems, Methods, and Solution Suggestions in Teaching Rhetoric (Example of Turkish Universities)

Yazarlar:

Mehmet Yılmaz | Mohammed Saeed Salem

Yayıncı:

Hatay Mustafa Kemal University

Ana Başlıklar:

Din Araştırmaları

Dergi:

Antakiyat Vol.6 Issue 2, pp.209-229

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001305746

pISSN:

2667-4017

Anahtar kelimeler:

Özet:

 It is seen that Arabic Language and Rhetoric lessons, whose education and students have increased considerably in recent years, are faced with difficulties in developing methods by the practitioner and in the level of understanding and application by the target group. In the research, it is aimed to identify the methodological problems encountered by non-Arabic speaking students in Turkish universities in rhetoric education, and to offer solutions by using simple and accessible methods that are far from verbal and semantic complexity. In the research, instead of using numerical data, qualitative data collection methods such as document analysis based on general observations and exam evaluations experienced during the lessons were used, and the perceptions and events experienced in their natural environment were tried to be revealed by induction technique. Based on the general findings obtained as the practitioners of the course, interpretation and solution suggestions were tried to be produced within the framework of cause-effect relationships. The rhetoric lesson is a difficult field due to its structure. It has many difficulties related to comprehension, assimilation, and application, which is more difficult for non-Arab students, which occurs at the levels of remembering, understanding, applying, analyzing, synthesizing, evaluating, accepting and responding to the material. These difficulties are those related to the lesson itself. Another issue is related to the order of presentation of the sub-disciplines of rhetoric education given in Turkish universities. In addition to the reasons arising from the student who does not speak Arabic some of these problems are related to the instructor, teaching methods and teaching tools. And also, the time allotted for teaching the arts of rhetoric also prevents the rhetoric lesson from being fully learned. The following methods should be used to solve the aforementioned problems: Lecture method, discussion and dialogue method, brainstorming method, problem solving method, collective learning method and distance education method when appropriate. Even if it is difficult, the science of rhetoric should be taught through the literary text. In rhetoric lessons, it is important to select literary texts that are related to the students environment and society, and to use the texts in daily conversations. It is necessary to use more concrete concepts and modern techniques such as live examples, scenes, painting, and film in the environment. Sometimes it will be very effective to choose the literary sample from Turkish. When quoting the verses of the Quran, the verses should be explained in terms of grammar before mentioning the concepts of rhetoric. Activities and competitions in different formats should be included in the education process. The originality of the Turkish students own culture should not be ignored, and local passages should be produced without damaging the essence of Arabic language rhetoric by searching and seeking academics or lecturers who are assigned to teach rhetoric. In addition, in-class activities such as oral questions and answers, quizzes and tests should be emphasized during the lesson and the weak areas of the students should be supported. In the teaching of both Arabic grammar and Arabic rhetoric, instead of classical rhetoric teaching methods, the use of advanced teaching strategies should be preferred, as they help to strengthen the thinking, reasoning, and discussion skills of students, motivate them to teamwork, and increase their desire and motivation. In order to increase students self-confidence and improve their creativity and expression skills, it seems essential to give more importance to their ideas, even to highlight them.

 It is seen that Arabic Language and Rhetoric lessons, whose education and students have increased considerably in recent years, are faced with difficulties in developing methods by the practitioner and in the level of understanding and application by the target group. In the research, it is aimed to identify the methodological problems encountered by non-Arabic speaking students in Turkish universities in rhetoric education, and to offer solutions by using simple and accessible methods that are far from verbal and semantic complexity. In the research, instead of using numerical data, qualitative data collection methods such as document analysis based on general observations and exam evaluations experienced during the lessons were used, and the perceptions and events experienced in their natural environment were tried to be revealed by induction technique. Based on the general findings obtained as the practitioners of the course, interpretation and solution suggestions were tried to be produced within the framework of cause-effect relationships. The rhetoric lesson is a difficult field due to its structure. It has many difficulties related to comprehension, assimilation, and application, which is more difficult for non-Arab students, which occurs at the levels of remembering, understanding, applying, analyzing, synthesizing, evaluating, accepting and responding to the material. These difficulties are those related to the lesson itself. Another issue is related to the order of presentation of the sub-disciplines of rhetoric education given in Turkish universities. In addition to the reasons arising from the student who does not speak Arabic some of these problems are related to the instructor, teaching methods and teaching tools. And also, the time allotted for teaching the arts of rhetoric also prevents the rhetoric lesson from being fully learned. The following methods should be used to solve the aforementioned problems: Lecture method, discussion and dialogue method, brainstorming method, problem solving method, collective learning method and distance education method when appropriate. Even if it is difficult, the science of rhetoric should be taught through the literary text. In rhetoric lessons, it is important to select literary texts that are related to the students environment and society, and to use the texts in daily conversations. It is necessary to use more concrete concepts and modern techniques such as live examples, scenes, painting, and film in the environment. Sometimes it will be very effective to choose the literary sample from Turkish. When quoting the verses of the Quran, the verses should be explained in terms of grammar before mentioning the concepts of rhetoric. Activities and competitions in different formats should be included in the education process. The originality of the Turkish students own culture should not be ignored, and local passages should be produced without damaging the essence of Arabic language rhetoric by searching and seeking academics or lecturers who are assigned to teach rhetoric. In addition, in-class activities such as oral questions and answers, quizzes and tests should be emphasized during the lesson and the weak areas of the students should be supported. In the teaching of both Arabic grammar and Arabic rhetoric, instead of classical rhetoric teaching methods, the use of advanced teaching strategies should be preferred, as they help to strengthen the thinking, reasoning, and discussion skills of students, motivate them to teamwork, and increase their desire and motivation. In order to increase students self-confidence and improve their creativity and expression skills, it seems essential to give more importance to their ideas, even to highlight them.

 It is seen that Arabic Language and Rhetoric lessons, whose education and students have increased considerably in recent years, are faced with difficulties in developing methods by the practitioner and in the level of understanding and application by the target group. In the research, it is aimed to identify the methodological problems encountered by non-Arabic speaking students in Turkish universities in rhetoric education, and to offer solutions by using simple and accessible methods that are far from verbal and semantic complexity. In the research, instead of using numerical data, qualitative data collection methods such as document analysis based on general observations and exam evaluations experienced during the lessons were used, and the perceptions and events experienced in their natural environment were tried to be revealed by induction technique. Based on the general findings obtained as the practitioners of the course, interpretation and solution suggestions were tried to be produced within the framework of cause-effect relationships. The rhetoric lesson is a difficult field due to its structure. It has many difficulties related to comprehension, assimilation, and application, which is more difficult for non-Arab students, which occurs at the levels of remembering, understanding, applying, analyzing, synthesizing, evaluating, accepting and responding to the material. These difficulties are those related to the lesson itself. Another issue is related to the order of presentation of the sub-disciplines of rhetoric education given in Turkish universities. In addition to the reasons arising from the student who does not speak Arabic some of these problems are related to the instructor, teaching methods and teaching tools. And also, the time allotted for teaching the arts of rhetoric also prevents the rhetoric lesson from being fully learned. The following methods should be used to solve the aforementioned problems: Lecture method, discussion and dialogue method, brainstorming method, problem solving method, collective learning method and distance education method when appropriate. Even if it is difficult, the science of rhetoric should be taught through the literary text. In rhetoric lessons, it is important to select literary texts that are related to the students environment and society, and to use the texts in daily conversations. It is necessary to use more concrete concepts and modern techniques such as live examples, scenes, painting, and film in the environment. Sometimes it will be very effective to choose the literary sample from Turkish. When quoting the verses of the Quran, the verses should be explained in terms of grammar before mentioning the concepts of rhetoric. Activities and competitions in different formats should be included in the education process. The originality of the Turkish students own culture should not be ignored, and local passages should be produced without damaging the essence of Arabic language rhetoric by searching and seeking academics or lecturers who are assigned to teach rhetoric. In addition, in-class activities such as oral questions and answers, quizzes and tests should be emphasized during the lesson and the weak areas of the students should be supported. In the teaching of both Arabic grammar and Arabic rhetoric, instead of classical rhetoric teaching methods, the use of advanced teaching strategies should be preferred, as they help to strengthen the thinking, reasoning, and discussion skills of students, motivate them to teamwork, and increase their desire and motivation. In order to increase students self-confidence and improve their creativity and expression skills, it seems essential to give more importance to their ideas, even to highlight them.

 Söz dağarcığı, gramer ve kültürel içerik yönünden farklı olmakla birlikte dünya dillerinden hiç birisi söz sanatlarından uzak değildir. Arap gramerini öğretmede belli bir aşama kaydedilmiş ve bu alanda çok çok sayıda araştırma ortaya konmuş olsa da son yıllarda Türkiyede eğitimi ve öğrenci sayısı sürekli artan Arapça belagat dersleri için aynı şeyi söylemek oldukça zordur. Arapça söz sanatlarını ve terimlerini ögrenmek Arapçayı ana dili olarak konuşanlar için doğası gereği daha kolay olabilir ancak ana dili Arapça olmayan belagat öğrencisi için durum farklıdır. Ayrıca uygulayıcı tarafından yöntem geliştirme, hedef kitle tarafından da anlama ve uygulama düzeyinde zorluklarla karşılaşıldığı görülmektedir. Araştırmada, Türk üniversitelerindeki Arapça dışında farklı dil kullanan öğrencilerin Arapça belagat eğitiminde karşılaştıkları yöntemsel sorunların tespiti, sözel ve anlamsal karmaşıklıktan uzak, sade ve uygulanabilir yöntemleri içeren çözümler sunulması hedeflenmiştir. Nitel araştırma yöntemine dayalı gözlem tekniği ile fiilen derste elde edinilen genel izlenimler ve Arapça ile Türkçe belagat kaynakların öğrenci üzerindeki yansımaları takip edilerek çalışma ortaya konmuş ve buna bağlı olarak sorunlar ile çözüm önerilerine ulaşılmıştır. Belagat eğitiminden önce öğrencinin hedef dilin temel becerilerine hâkim olması gerektiği, gramerde belli bir yetkinliğe ulaşmadıkça belagatin inceliklerine aşina olmanın oldukça zor olduğu sonucuna varılmıştır. Ayrıca zengin bir dil olan Arapçayı öğrenmek için kısa bir zaman yeterli gelmemektedir. Sorunun çözümü için gramer ve belagat düzleminde sıralı bir eğitim, öğreniciyi derse bağlayacak uygun yöntemler kullanılması belagatin güzelliklerini görmeye ve ondan zevk almaya vesile olacağı düşüncesi ortaya çıkmıştır.

Makale detayları

Problems, Methods, and Solution Suggestions in Teaching Rhetoric (Example of Turkish Universities)

Yazarlar:

Mehmet Yılmaz | Mohammed Saeed Salem

Yayıncı:

Hatay Mustafa Kemal University

Ana Başlıklar:

Din Araştırmaları

Dergi:

Antakiyat Vol.6 Issue 2, pp.209-229

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001305746

pISSN:

2667-4017

Arabic Language

Rhetoric

Teaching Method

Turkish Universities.Arap dili

belagat

öğretimi yöntemleri

Türk üniversiteleri.

Sayı

Makale detayları

Yazarlar: Mehmet Yılmaz | Mohammed Saeed Salem

Yayıncı: Hatay Mustafa Kemal University

Ana Başlıklar: Din Araştırmaları

Dergi: Antakiyat Vol.6 Issue 2, pp.209-229

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001305746

pISSN: 2667-4017

Sayı

Yazarlar:

Mehmet Yılmaz | Mohammed Saeed Salem

Yayıncı:

Hatay Mustafa Kemal University

Ana Başlıklar:

Din Araştırmaları

Dergi:

Antakiyat Vol.6 Issue 2, pp.209-229

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001305746

pISSN:

2667-4017