ÖZGÜN VE YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ İÇİN SADELEŞTİRİLMİŞ METİNLERDE FİİLİMSİ KULLANIMI: DOKUZUNCU HARİCİYE KOĞUŞU VE YILKI ATI ÖRNEĞİ

VERBAL USE IN AUTHENTIC AND SIMPLIFIED TEXTS FOR TEACHING TURKISH AS FOREIGN LANGUAGE: DOKUZUNCU HARİCİYE KOĞUŞU AND YILKI ATI EXAMPLES

Özet

Bu çalışmanın amacı Diller İçin Avrupa Ortak Başvuru Metni'ne uygun olarak A2 düzeyinde sadeleştirilen Dokuzuncu Hariciye Koğuşu ve Yılkı Atı adlı eserlerin özgün ve sadeleştirilmiş metinlerinde fiilimsilerin kullanımının incelenmesidir. Betimsel tarama modeli kullanılarak gerçekleştirilen bu çalışmada elde edilen veriler Microsoft Excel programı kullanılarak istatistiki bilgiler biçiminde sunulmuştur. Çalışmanın verilerine göre Dokuzuncu Hariciye Koğuşu adlı eserin özgün metninde 449 isim-fiil, 757 sıfat-fiil ve 398 zarf-fiil kullanılmıştır. Aynı eserin sadeleştirilmiş metninde ise 484 isim-fiil, 38 sıfat-fiil ve 88 zarf-fiil kullanılmıştır. Yılkı Atı adlı eserin özgün metninde 361 isim-fiil, 536 sıfatfiil ve 376 zarf-fiil kullanılmıştır. Aynı eserin sadeleştirilmiş metninde ise 379 isim-fiil, 24 sıfat-fiil ve 63 zarf-fiil kullanılmıştır. Her iki eserin sadeleştirilmiş metinlerinde kullanılan toplam kelime sayısının özgün metinlere oldukça yakın olmasına rağmen sadeleştirilmiş metinlerde fiilimsilerin kullanımında önemli bir farklılık oluşmuştur. Her iki eserin sadeleştirilmiş metinlerinde isim-fiil kullanımında artış olurken sınırlı sayıda sıfat-fiil ve zarf -fiil kullanıldığı tespit edilmiştir. Sadeleştirilmiş metinlerde isim-fiillerin kullanım sıklığı, alt düzeydeki öğrencilerin isim fiilleri kullanabilecek düzeyde bilmeleri ve bu metinlerden çıkarılan bazı sıfat-fiil dayanmaktadır. Sonuç olarak alt düzeydeki öğrenciler için sadeleştirilen metinlerde sıfat-fiil ve zarf-fiillerin çok az, isim-fiillerin ise özgün metinlere benzer biçimde kullanıldığı belirlenmiştir

Abstract

The aim of this study is to anayze the use of verbals in the texts named Dokuzuncu Hariciye Koğuşu and Yılkı Atı which are simplified to A2 level according to Common European Framework. In this study which is conducted with the use of Decsriptive Survey Model, the data which is obtained is presented in the form of statistical information with the use of Microsoft Excel programme. According to the data of the study, 449 verbal noun, 757 verbal adjective and 398 verbal adverb is used in the original text of Dokuzuncu Hariciye Koğuşu. In the simplified version of the same text, 484 verbal noun, 38 verbal adjective and 88 verbal adverb is used. 361 verbal noun, 536 verbal adjective and 376 verbal adverb is used in the original text of Yılkı Atı. In the simplified version of the same text there are 379 verbal noun, 24 verbal adjective and 63 verbal adverb is used. Although total number of the words used in the original texts are similar, there is a significant difference between the use of verbal nouns. While there is an increase in the number of verbal nouns in the simplified version of both texts, limited number of verbal adjective use is detected. Frequency of the verbal noun usage in simplified texts is grounded on that learners are capable of using verbal nouns and some of verbal adjectives and adverbs are replaced with verbal nouns. As a result, in the texts which are simplified for lower level students, it has been detected that verbal adjectives and verbal adverbs are few; however, verbal nouns are used in the same manner as in the original texts Nowadays, teaching only native language is not considered to be enough and one or more foreing language teaching is an accentuated matter. Accordingly, with programmesand various courses organized by formal and non-formal education institutions, studies aimed at foreign language teaching are carried out. On the one hand, international institutions carry out studies on multi lingualism and mutli culturalism in order to prevent extinction of natve language and cultures, on the other hand educational activities are designed with the aim of multiple foreign language teaching (CEFR,2001). Because with foreign language educaton an individual along with having a new culture, a new point of view and a new world, also have an opportunity to analyze his/her own culture and environment (Köse,2005: 161). Literary works are among the basic sources of language teaching process. As these texts whch take the most beautiful form of statement, which are the results of vast knowledge and extensve studies have primary importance on teaching a language with all its delicacy and beauty. Making use of these texts that are used for teaching Turkish as Native Language(L1), in Teaching Turkish to Foreigners, will contribute to teaching Turkish effectively, correctly, beautifuly and permanently. Accordingly, preperation of the sources that will be used in Teaching Turkish to Foreigners and evaluation of the works from different angles. Studies that will be conducted on original and simplified texts, will not only be a guide to new studies but also will enable the evaluation of the texts. Comprehension of given information by the learners in the language learning process is one of the accentuated matters for researchers, academics and publishers (Durmuş, 2013). Comprehension of the text is important in terms of efficiency of the language teaching process and reaching the goals. Readability is dependent on the complexity level of the words and sentences. These are; length of the words and sentences, number of syllables and language units, active and passive sentence components. Presentation of the knowledge in a wellorganised way is important in terms of intelligebility of the text (SunYong, 2001: 71-72). Intelligebility or readibility of the text might be related to readiness, knowledge, interest and effort of the learner and structure of the text and sementic aspects as well (Shardlow, 2014: 60). When the knowledge of the reader does not match with linguistic knowledge presented in the text, comprehension does not take place (Candido, Maziero, Gasperin, Pardo, Specia and Akisio, 2009: 34). For this reason, the texts that will be used in language teaching process needs to match the features of target group. In the text revision process, texts written with respect to the original text are classified in two groups. These are; simplified and revised texts. Simplification includes changing words, sentences or structures which are difficult to comprehend, with simpler more common words and linguistic structures. Extension of a text means explanation of the parts difficult to understand by keeping the original text (Young, 2001: 71). In First and Second Language Education one of text types is chosen and adapted to the intended level. It has been indicated that while extended texts are seen to be more functuonal and useful for intermediate and advanced readers, simplified texts are more advisible to beginner level readers. As a result, extension or simplification in text revision process is carried out in accordence with the needs or features of the target audience (Durmuş, 2013). Another important matter in language teaching is finding materials appropriate to the level of the students or having access to these texts. In this situation two methods are prefered; first one is classification of the actual text accoding to the levels, second one is simplification of the text. (Soggion, Bott, and Rello, 2016; Karpov, Baranova and Vitigun, 2014) Especially when foreign language learners are at the beginner level and come across authentic texts, negative experience they might have will drive them away from target language and will cause fear of failure. In this situation, the texts and preperation of the texts appropriate to the level of learners is an important matter of language teaching process (Durmuş,2013). In this study, original and simplified texts of Dokuzuncu Hariciye Koğu