TÜRKÇE ÖĞRENEN YABANCILARIN KONUŞMA BECERİSİNİ ÜRETİMSEL FAALİYETLER VE STRATEJİLER AÇISINDAN GELİŞTİRMEDE FİLM ELEŞTİRİSİ TEKNİĞİ

THE REVIEW OF FILMS THAT IMPROVE LEARNING OF A FOREIGN LANGUAGE FROM THE POINT OF VIEW OF SPEAKING ABILITY AND PRODUCTIVE ACTIVITY OF STRANGERS WHO LEARN TURKISH LANGUAGE

Özet

Konuşma; insanın, fiziksel bir sorun yoksa doğuştan sahip olduğu, zaman içinde aile ortamında öğrenip öğretim sürecinde edindiği duygu, düşünce ve isteklerini belli bir amaç doğrultusunda bir başkasına iletebilmesidir. İletişim sağlıklı gelişirse insanın aile, okul, iş hayatı da o ölçüde başarılı olur. Bu başarı sadece anadili ile ilgili değildir. Dört temel dil becerilerinden olan konuşma, yabancı dil öğrenen bir kişide o dilin bilinip bilinmediğinin; öğrenilip öğrenilmediğinin en önemli ölçütlerinden biridir. Türkçe öğrenen bir yabancının duygu ve düşüncelerini ifade etmeye çalışırken uygun kelimeyi bulması, kelimeye Türkçenin biçimsel yapısına uygun olarak ek getirmesi, bu kelimelerden Türkçenin söz dizimine göre cümle kurması elbette uygun öğretim stratejileri gerektirir. Burada esas olan öğrenicinin üretimsel konuşma yapabilmesidir. Üretimsel konuşmanın stratejileri, Diller için Avrupa Ortak Başvuru Metninde dil öğrenim düzeylerine göre belirlenmiştir. Bu stratejiyi destekleyecek materyaller tasarlanmak, var olan materyallerden doğru bir şekilde faydalanmak gerekir. Yerli veya yabancı filmlerin; öğreniciler tarafından değiştirilmesi öğrenicinin üretimsel konuşmasını sağlar. Bu araştırma üretimsel konuşmanın başarıya ulaşması için "film eleştirisi tekniğini" uygulamaların da yer aldığı betimsel bir çalışma olarak tasarlanmıştır. Çalışmanın Türkçenin yabancılara öğretimine katkı sağlayacağı değerlendirilmektedir

Abstract

Speaking; if there isn't any kind of phisical defect, it is human in born sense, learnt in family environment with a clear purpose of transmitting emotions, thoughts and wishes to another person. If the communication is well developed, a person tends to be successful in different aspects of life, such as family, school and bussiness. This success doesn't have to do only with mother tongue. Speaking, one of four fundamental language skills, is one of the most important criteria for a person who is learning a foreign language. A foreigner, while expressing their own feelings and thoughts, in order to learn how to find a suitable word, to use a correct suffix according to Turkish morfology and in order to learn how to build a sentence following the rules of the synthax of Turkish language, it is necessary that follows a proper learning strategy. For the sake of that, the student's most importantability is the ability of speaking. The strategies of teaching the ability of speaking are specified by Common European Framework of Reference for Languages. The materials that would support the developing of these strategies should be available, and already existing materials should be used in a proper way. Regarding local or foreign films; a student's presenting of a plot, analysis of main characters or possible creative changes of scenario would provide improving of a student's speaking ability. The idea of this research is a description of a proper applying of a ˝film review tecnique˝ in improving development of a speaking ability. It's main cause is to provide a significant coutribution to teaching Turkish as a foreign language Researches made upon teaching foreigners Turkish language in the last years have been carried to a high level. These studies are based on teaching of four fundamental language skills. If one person understands Turkish by reading and listening, if a person can express their feelings and thoughts by speaking and writing, if can perform in four basic language skills in accordance with the grammar of the Turkish language, then this person is considered to have learned Turkish. Therefore, books, course materials, teaching methodology and techniques, measurement and evaluation strategies and technology-based support units that have a scope of teaching Turkish language, first of all are targeting to teach four basic language skills. The Common European Framework of Reference for Languages (CEFR) has provided a common basis for determined definitions of objectives, content and methods, providing transparency of lessons, course content and features, thereby increasing international coordination in modern languages. These objective criteria to be used in descriptions of language proficiency, which facilitate mutual recognition of acquired characteristics in different learning contexts, have also helped the mobility in Europe. Communicative language activities and strategies are built upon linguistic production (CEFR, 2009). This linguistic production is actually speaking, the forming of sounds and words throughout important information processing in brain. Speech is the most important feature that distinguishes humans from other living species. Speech is a physical and mental process that enables elements of the language in the brain to turn into meaningful messages with common sound and signaling systems. In order to develop a speaking skill, it is necessary to use communicative strategies in a healthy communication environment. It is essential that these strategies are productive in speaking, which is the most important expression skill. If a learner can express emotions and thoughts in the second language, and if he can debate and realize productive conversations, it means that the skill of speech production is achieved. In speech production, i.e. in verbal production, the learner may be able to produce, prepared or unprepared, verbal productions on the basis of a prepared text or in a spontaneous situation, which is also the goal of a successful speech training strategy. There can be made some sample implementations in teaching productive speaking. For example, explaining an event or opening an idea to debate can occur at B1 and B2 levels. Opening a discussion on a subject, directing the discussion, i.e. changing or improving the subject, is a speaking skill that can be challenging for the learner even in their mother tongue. Therefore, it may be a bit exaggerated to think that the students will be very successful in these discussions, that is, that the learner is going to be able to speak productively. Achieving these goals and scales can only be possible with the knowledge and practice of the teaching techniques of the course teacher. While using these techniques, it is necessary also to take advantage of the modern technology. In today's technology, videos are technically short films or feature films. Films in the cinema are the carriers of politics, economy, international relations, history, literature, and even narrators from all over the world. Sometimes, as the films that are giving direction to world politics are utilized in various fields, they can as well be used in foreign language teaching. Especially in the last fifty years, English films have been extensively used in teaching English as a foreign language. Films prepared according to the topics and activities of language teaching are more effective in achieving the stated purpose. Research shows that if there are used movies provided and chosen by the determined criteria, the success of the learner in using of specified language will increase. The building blocks of words and the transfer of concepts in a language, the sequence of structures in a phrase, sound structure and language pronunciations, can all be taught through the speech of the characters in the film. In order for a healthy education to be realized, an exemplary practice has been put into practice. As an example of the film that can be used in teachi