84 10 3494 https://omeka.ibu.edu.ba/files/original/1671e2476b705073a536e20545deef08.pdf 9766bc6820e0165ccae917e39ed0cc90 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Providing web-based multilingual lexical learning materials with a regional culture oriented focus Janet M.D. Higgins Okinawa University, Japan jmdth@yahoo.com Abstract: This presentation introduces a CALL Multilingual Visual Dictionary (MLVD) CALL project which is being developed at Okinawa University, and is funded by the Japanese Ministry of Education, Science and Technology (MEXT). The project began in 2005 with a perceived need on the part of teachers and students at the university for language materials that reflect Okinawan and Japanese culture. The project involves the compilation of a visual dictionary with entries in three languages: English Chinese and Japanese. Visuals include still photos and short videos. The dictionary is organised by themes. These allow us to explore various cultural artifacts and customs within authentic settings. The organisation of the units differs according to the main themes. The learning materials are a mixture of web-based and classroom based materials. In this presentation I explain the organization of several units, show examples of the visuals and practice activities. Key words: multilingual visual dictionary, culture-focused learning activities, CALL 1. Background In 2005, languages teachers at Okinawa University began to express the need for learning materials that reflect Okinawan and Japanese culture. Students need to be able to explain features of their home environment, and the cultural values, local customs, and cultural artifacts of the communities in which they live or from which they come. Students who go abroad for short or long stay study often complain that they cannot answer questions about their home background when asked to do so by host families and students from other countries. A key requirement for being able to talk about one's cultural background is to have the appropriate lexical knowledge. Such materials would allow our students to talk about their life experiences to peoples of other cultures in English or Chinese. They would also provide foreign students with resources for learning about the regional culture in the three languages. The result was our Multilingual Visual Dictionary (MLVD) CALL project funded by the Japanese Ministry of Education, Science and Technology (MEXT). The project involves the compilation of a multilingual visual dictionary with written and spoken entries in English, Chinese, and Japanese. Visuals include still photos and short videos. The dictionary is organised by themes. These allow us to explore various cultural artifacts and customs within authentic settings. In the following sections, I explain the rationale for using visuals and a thematic approach to the organization of entries, describe the organization of several units, show examples of the visuals, and give examples of the learning activities. 2. Rationale for the organization of the dictionary and the use of visuals. The dictionary items are organised around themes. This form of organisation capitalises on what researchers know about the nature of memory and the network-like organisation of the mental lexicon、and is a powerful learning tool. (For more details of research in this area, see Higgins, 2007). In addition to being interesting and attention catching, visual images contribute significantly to the learning process. They provide an immediate representation of cultural artifacts with no linguistic mediation. We can immediately see from photos that the popular Okinawan goya is a long, thin, knobbly, green vegetable; in China it is white. Japanese apples are prototypically green, but European apples are both red and green (Suzuki, 1990). The value of using visuals is attested by research which demonstrates the positive value of imagery in vocabulary learning. Gairns and Redman suggest, for instance that 'our memory for visual images is extremely reliable and there is little doubt that objects and pictures can facilitate memory' (1986: 92).Moreover, research into learning styles has found that learners have preferred learning styles. By adopting a multi-sensory approach to vocabulary presentation, the project aims to cater for students with different learning styles. 660 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 3. Dictionary entries Each entry is introduced in its written and spoken form and is accompanied by a visual. In addition, we provide an example sentence or short conversation in which the entry is used in a typical way in the context of the topic. Furthermore, we have a cultural note for many items. These notes vary between the three languages, depending on the cross cultural knowledge we assume speakers of those languages have. Learners can opt to see the visual and listen only, or see the written text as well. Figure 2 is a screen from the Departures unit, showing the entries in the three languages, and the map of the unit on the left. On the right, learners click for the written text, or the spoken text in whichever language they are working with. Figure 2 There are many issues to be resolved regarding the production of the entries. These include script, spelling, and grammar, as well as definitions. The most difficult problem is how to convey the full meaning of the entries. The first time an item is introduced it is accompanied by a visual. The visual provides the image. But the object alone in a visual is not sufficient information. If we take the example of the object ‗toofu-yoo‘ (fermented tofu), learners need to know not just what it looks like, but also how it is usually presented (small dish, with a small bamboo fork or toothpick) and when it is consumed (accompanied by awamori, Okinawan rice wine). Some items come in different forms, and the packaging is significant. Hence we are trying to make our photos as culturally rich as possible. The cultural notes are an important resource in this respect. For more detailed discussion see Higgins (2007) and Higgins et al (2007). 4. Selection and organization of the themes We have organized the overall dictionary as a visit to Okinawa. Each unit covers a thematic area, and we have chosen themes that will allow us to introduce a range of Okinawan and Japanese cultural items, as well as provide insights into the cultural history and traditions of Okinawa. The first and last units are Arriving at Naha Airport and Departing from Naha Airport. We focus on travelling procedures as well as souvenirs and airport facilities. In the topic on the Tsuboya pottery area, we examine the pottery making process, see a potter at work, and take a walk along the main street with its pottery workshops, kilns and shops. The topic on the main commercial shopping street in the capital, Naha, (International Street) allows us to briefly cover the history of the commercial centre of the city, as well as Okinawan specialties and crafts, street life, and annual events. From this outline it is clear that the organization of each thematic unit and the activities involved are different. In Departing from Naha airport, for instance, the theme lends itself to an organisation based on a chronological process. Departing passengers have to take a predetermined route through the airport from check in to boarding. During the stage between checking in and going through the departure gates, we take the learners on a souvenir hunting trail. This provides the opportunity to introduce typical Okinawan produce. We cover food items (for instance, chinsukoo biscuits, pineapple cake, black sugar, seaweed, fruits such as papaya, mango, dragon fruit and passion fruit), drinks (awamori, Okinawan beer), woven and printed cloth (bashoo-fu, joofu, bingata), clothing (kariushi wear), Ryuuyuu glassware, coral and shell products, and Tsuboya pottery, among others. The Departing from Naha Airport unit is accessed chronologically and by sub topic. The learning activities for the unit are process and product focused depending on the subtopic. 661 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo In the Tsuboya Pottery District unit, the sub themes include the history of the area, the pottery making process, interviews with potters and architects, and virtual tours as a tour guide. Each of these has a different format, and the entries are used in typical contexts. Several of the sub themes depart from the basic format of providing entries and sample sentence contexts. Instead they use entries embedded within short texts (history sections) or conversations (interviews). In this unit we subdivide the entries into thematic groups or Galleries. Figure 3 is an example of a Tsuboya Gallery. By clicking the visual, learners access the basic screen for that entry. By clicking the example box, they can see and hear an example of the entry in a conversational context. Figure 3 5. Practice Activities Basic practice involves repetition and memorization of the entries. The next stage is recalling and recognizing them among groups of words, groups of visuals, or from spoken forms only. We then place the entries in their sentence contexts with short dictation exercises. One type is shown in Figure 4. Figure 4 662 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The entries are then placed in a communication context. For instance, learners are asked to use them in short conversations, act as a tour guide, listen to and create short interviews, and make short speeches. We expect teachers to be able to use the materials flexibly in the context of their own class work and to design their own practice activities (see Figure 5). Figure 5 Examples of open-ended speaking tasks Open–ended speaking tasks a) You are flying to Osaka. You arrive at the airport. Explain the procedures you need to take before you can get to the departure lounge. b) You visit the duty free section of the airport to buy souvenirs for your family. Tell us what you buy for your relatives. c) Choose three interesting places or objects on Yachimun Dori (Pottery Street) and guide a visitor to see them. 6. Summary We aim in this project to provide learners with a set of resources that will help them share their life experiences with people from different cultures. By using authentic photos and short videos, we hope we can provide them with engaging and stimulating learning materials. While visuals deal well with objects, abstract concepts are more difficult. We use video to capture actions and processes, but we acknowledge that not all concepts are easily amenable to visual representation. We have tried through the incorporation of extensive texts (cultural notes, conversations, interviews) to place the lexical items in authentic settings and show how they are used in their appropriate grammatical and social contexts. We believe that our multi-lingual multi-media approach to vocabulary acquisition is motivating and appropriate for a variety of language learners with varied goals. We foresee this project being extended not only by the authors, but by the users themselves, as they suggest themes and incorporate the lexical items that interest them and that they need. 7. References Gairns, R. & Redman, S. (1986). Working with Words. A guide to teaching and learning vocabulary. Cambridge: CUP. Higgins, J.M.D. (2007) Developing regional culture-oriented lexical resources for language learners. In, Department of Applied English, Ming Chuan University (Ed.), The Proceedings of 2007 International Conference and Workshop on TEFL and Applied Linguistics, p. 165-173. Taiwan: Crane Publishing. Higgins, J.M.D., Itoh, T. & Watanabe, Y. (2007). (in Japanese). In Search of Community-Based Language Learning: A Multi-lingual CALL System Development Project for Okinawa University. Regional Studies, 3, Institute of Regional Studies, Okinawa University, 17-28. Suzuki, T. (1990). Japanese and Foreign languages. (in Japanese) Tokyo: Iwanami. 8. Acknowledgements The dictionary project is supported by MEXT research awards 18520471 and 70235802 (2006-08, 2008-11). 663 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 99 Title A name given to the resource Providing web-based multilingual lexical learning materials with a regional culture oriented focus Author Author Higgins, Janet M.D. Abstract A summary of the resource. This presentation introduces a CALL Multilingual Visual Dictionary (MLVD) CALL project which is being developed at Okinawa University, and is funded by the Japanese Ministry of Education, Science and Technology (MEXT). The project began in 2005 with a perceived need on the part of teachers and students at the university for language materials that reflect Okinawan and Japanese culture. The project involves the compilation of a visual dictionary with entries in three languages: English Chinese and Japanese. Visuals include still photos and short videos. The dictionary is organised by themes. These allow us to explore various cultural artifacts and customs within authentic settings. The organisation of the units differs according to the main themes. The learning materials are a mixture of web-based and classroom based materials. In this presentation I explain the organization of several units, show examples of the visuals and practice activities. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/81a7b777d50eb4e903f8a5851590bea0.pdf aefc06428a0987eaf1fb84f89e94c2e1 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Modal and Modality Notion of Complex Predicate in German and Bosnian Languages Assistant Professor Dr. Memnuna Hasanica Department of German Language and Literature Faculty of Education in Zenica University of Zenica memnunahasanica@gmail.com Amela ģurkoviĤ, MA acurkovic@web.de Abstrat: The aim of the paper is to highlight by contrastive approach broad issues of indicative and modal categories in German as target language and in Bosnian language. A number of examples of complex predicates in both languages were presented with the method of contrastive analysis with emphasis on the modality. It was found that the Bosnian auxiliary verbs are not always able to credibly convey all the nuances of meaning of German auxiliary verbs that are used to express modal and modality notion in general. In addition, other language categories in Bosnian language contribute to express modal and modality notion such as adjectives, adverbs, conjunctions, subordinate clause or some other syntactic structures. It was also important to show the comparison and the use of the verb tense and the mood in German and Bosnian. Auxiliary modal verbs used to express modality in German usually stand in present tense and past tense, while in Bosnian language such verbs stand mainly in present tense and perfect tense. When it comes to the mood, indicative and subjunctive are most frequently used in German and indicative and ―potencijal‖ verb form (for the expression of will) in Bosnian language. Key Words: modality, mode, modus, desire, intention, necessity ... Introduction The present paper presents a research of categories of modality and the modality of complex predicates in German and Bosnian language. It is a complex case study, which raises the question of a clear definition of these categories at the level of specific languages, and on the general linguistic level. In relation to this, bringing together modal categories with categories of modality proved to be a necessary starting point. In the linguistic literature so far, the verb and the linguistic issues around the verb certainly play a very important role. It is not surprising that, despite all efforts that are invested in that sense, it has been difficult to come up with definite solutions in some segments of research of the function of the verb, and of the verb linkages and relationships within the structure of these languages. Theoretical explanation of the posed question we will try to shed light on previous research to the suggested topic and will try to find an answer to the so far unresolved or partially posed questions. As the verbs make up about a quarter of German vocabulary and as the verb is the structural center of the sentence, which determines the number and type of constituents, the study the verbal categories according to their use in a given language always plays a special role in linguistic studies. Overview of research of modal and modality concepts How the concepts of probability, possibility, necessity, belief, etc. are expressed and adopted in human language, are just some of the questions that are posed in terms of their analysis and explanations. Understanding and description of the mode and modality in Bosnian language are treated pretty vague and sporadic, while in German it is not the case. For understanding of mode and modalitiy it is the most important to identify the locus of modal power and significance of categorical terms. The categories that are bordering with the modal concept include verbal mood, desire, intention, attitude, etc. We could say that the types of modality can be expressed in several ways including: - the possible contents of the statement with regard to the relationship of the speaker towards reality; - objectivity and subjectivity of modalizator; - modality in a broad sense (intentional modality); - modality of credibility and voluntary modality; - basic modal models, constitutive and facultative modal facilities; 883 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo - relation of modality towards other syntactic constituents, and modal arguably, perhaps, probably, etc.) particles (possibly, The concept of mode and modality is studied not only in linguistics but also in scientific disciplines such as philosophy, psychology, logic, mathematics and semiotics. The shared experience of these disciplines provides, one the one hand, consideration of multiple aspects of modalities from different angles of observation, while, on the other side, it is also possible to find nonuniform definitions of modality in general. In philosophy one talks about ontological modality – manner and type of activity (e.g. Detsch 1994). In traditional logic modality means a degree of determining a statement i.e. the importance of observing opportunities, necessities or realities (Drosdowski 1978: 1804, Kondakow 1983: 342). Charles S. Peirce (1839-1914) transferred the concept of modality from the logic to semiotics. The modality is here marked by the truth content of the sign, whereby three truth values are to be differentiated: existence, (logical) necessity and (hypothetical) possibility (Hodge-Kress 1988: 26). Frege (1986) sees these categories as a bridge between logic and mathematics in the philosophy of language. He developes a formal language as a series of symbols (Symbolketten) as an instrument for the strict axiomatic construction of arithmetics and he does not interpret them only as a favorite formula for each sequence of random figures (Druckfiguren) but as important signs and as testimonies for objects. Studies on the relationship between formal language and appropriate subject areas leads Frege to the development of semantics as an important interpretation of the language sign. Helbig / Busch (2000) distinguish between two types of modality: the subjective and objective modality. They characterize modality mainly as a way to exercise the relationship between the subject of the sentence and the action that is expressed by inifinitive. The most important meanings of this so-called objective modality are possibility, necessity, permit, ban, intention, desire. The difference between objective and the so called subjektive modality is visible. The subjective modality expresses the way in which the speaker refers to the process between the subject and the action expressed by infinitive clause in the sentence and in particular the way in which the speaker refers to the assessment of the reality of this process (persuasion, assumption, claim of a third party, etc.) (2000: 57). According to U. Engel (1996) modality indicates the relationship between the expressed action, on the one hand, and the subject of a sentence or a speaker, on the other hand. The "Great Dictionary of German Language― (Das große Wörterbuch der deutschen Sprache) refers to the term of modality as different language form of the speaker's expression of his statement or the statement that leads to reality or realization. Aim and method of contrastive analysis The aim of the paper is to highlight by contrastive approach broad issues of indicative and modal categories in German as target language and in Bosnian language. Modal and modality categories overlap in the functions of a complex verbal predicate in both languages as much as close linguistic and linguistic-stylistic categories also overlap in the two languages. Sentence as a meaningful unit has a notion of modality - it is used to pass the information about when the action takes place (past, present, future), and the information on whether the content of the sentence is real or unreal, desired or required. Modality is expressed by tenses and mood. The starting assumption is that the systems of modal verbs develop as systems only in languages that do not have the verbal aspect (such as the German language) or in languages in which the the verbal aspect is present only superficially. German language is used here as the source language, but in cases when it is absolutely necessary the source language will be the Bosnian language. The results of contrastive analysis are presented from the point of view of German towards the Bosnian language. The results of contrastive analysis should primarily serve to those who speak Bosnian as their mother tongue, as well as those who learn German as a foreign language. When mastering and learning German as a foreign language one tries to avoid interference with the native language when using the target language at the morphosyntactic and lexical-semantic level. Since the areas of interference should serve primarily to didactic purposes, it seems that presenting the results to the native language speaker from the German to Bosnian language is particularly useful and important, especially when the learning process of teaching German as a foreign language has a clear goal that the one who learns German language should be able to actively use the foreign language which is in this case German. We will, therefore, try to find appropriate translation equivalents in Bosnian language by using contrastive method for German verb lexemes within morphosyntactic and lexical-semantic structures in Bosnian 884 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo language. We made general remarks based on concrete examples in the given corpus, i.e. by contrastive analysis with a translation and an explanation of the lexically modified applicability in a new language use. Predicate in German U njemaĦkom jeziku predikati mogu biti sastavljeni samo od jedne rijeĦi (Vollverb-punoznaĦni glagol) ali je ĦeńĤe rijeĦ o sloņenim sastavnim glagolskim dijelovima, ali i neverbalnim elementima. P r e d i c a t e / simple predicate (consists of one word) / \ a) has one element b) has two elements (as addition to verbs verbs with separate prefix) \ complex predicate (consists of several words) / \ c) homogeneous d) heterogeneous (only verb forms) (also composed of non-verbal components, e.g. nouns) Most complex predicates and simple two-element predicates are discontinuous (diskontinuierlich) (im Gegensatz zu kontinuierlich - versus continuous ones), i.e. parts of the predicate are separated from other parts of the sentence, e.g. Hans hat gestern Gemùse eingekauft (= discontinuous predicate), weil er heute fùr seine Freunde kochen will. (= continuous predicate). a) Simple predicates – consisting of one element Er liest ein Buch On čita knjigu. b) Simple predicates – consisting of two elements Der Besuch kommt heute um 3 Uhr am Bahnhof an. Posjeta dolazi danas u 3 sata na ņeljezniĦku stanicu. c) Complex predicates-homogeneous  Auxiliary verb (haben, sein, werden) + infinite verb form Ich habe das Buch gelesen. Čitao sam knjigu.  Modal verb + infinitive (können, dürfen, mögen, müssen, wollen, sollen)  Modality verbs + zu + infinitive Modifying verbs are: e.g. beginnen, versuchen, scheinen, drohen, pflegen, belieben, verstehen... Der schiefe Turm droht einzustürzen. Kosi toranj prijeti da će se srušiti. d) Complex predicates – heterogeneous - formal refleksive verb The formal reflexive verb refers to verbs with a reflexive pronoun that is semantically empty, i.e. it has no meaning. Reflexive pronoun belongs to the verb. E.g. Er schämt sich On se stidi. - Finite form + noun Der Bauer fährt Traktor. 885 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Seljak vozi traktor. - Finite form + adjective Die Kundin schlug den Bankräuber bewusstlos. Muńterija je udarila pljaĦkańa banke tako da je ostao bez svijesti. (In Bosnian language the equivalent is not an adjective but a subordinate clause). - Finite verb form + preposition + noun (= Funktionsverbgefüge, FVG) Er hat Angst vor einer Schlange. On se boji zmije. - Phrasal idiomatic expressions Sie gab ihm einen Korb Dala mu je korpu (Phrasal expression dati nekome korpu means to refuse someone's invitation). Modal verbs in German and in Bosnian languages do not have their own lexical meaning. Semantic category of modal verbs includes concepts of necessity and possibility, and of obligations and permission in the full sense of their value, as well as the meaning of their dynamic ability. Modal verbs can according to the structure of the statement be extrinsic modifiers of the proposition (i.e. operators) or intrinsic parts of the proposition. Central prototypical exponents of the basic, epistemic meaning in German and Bosnian languages are modal verbs morati and moći, whereas the verbs trebati, smjeti, htjeti and umjeti can be called epistemic peripheral modal verbs. Modal verbs express only a circumstance in connection with the activity in question. They express an attitude toward the activity. In German these verbs are: können, müssen, mögen, dürfen, wollen, sollen. The structure da + infinitive is used mainly in the function of the complementizer with these verbs. E.g. Ich muss lernen = Moram da učim / Moram učiti. The present can be replaced by infinitive only if agents are identical. The examples that follow represent an illustration of a strong epistemic judgment, i.e. the speaker expresses the highest possible degree of positive commitment to the truth of the proposition which can be expressed by modal verbs: - Es muss drin der Unterschied sein. (M.H.) Mora da je u tome razlika. (M.H.) - Ich muss eilig gehandelt haben. (M.H.) Mora da sam prenaglio. (M.H.) - Das muss gefährlich sein. (M.H.) To mora da je opasno. (M.H.) For this use of the verb müssen-morati is in terms of syntax characteristic the impersonality (the person is recognized in the verb form of the predicate with the da clause) as well as the preposition in relation to the subject (extrinsic). The postposition and the use of finite forms of the verb morati would represent a feature of deontic use (intrinsic). Increase of epistemic distance (weakening of epistemic judgment) is reflected by adding another modal mood – ‗potencijal‘. - Unsere Studenten müssten mehr lernen. (M.H.) Nańi studenti bi morali vińe učiti. (M.H.) The verb können – moći and the verb müssen-morati are seen as the central epistemic modal verbs in German and Bosnian languages, because in their semantic meaning they contain logical notion of possibility (but also of permissions), and they refer to the term of dynamic possibility i.e. ability and skill to do something. The verb sollen-trebati belongs to modal verbs expressing a weaker deontic modality. It expresses mainly the need or moral obligation. The verb trebati also expresses a weaker epistemic modality. - Das soll deine Sache sein. (M.H.) 886 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo - To treba da je tvoja stvar. (M.H.) - Das sollten sie noch vorige Woche erledigen. (M.H.) Trebalo je da oni to urade joń prońle sedmice. (M.H.) The verb dürfen – smjeti have primarily deontic meaning (seeking and giving) of permission. - Darf ich bei dir bis 22 Uhr bleiben? (M.H.) Smijem li ostati kod tebe do 22 h? (M.H.) Verbs wollen-htjeti i können-umjeti are peripheral modal verbs and they express the will (want to htjeti) and ability (be able to - umjeti). The German verb können may, therefore, have multiple meanings moći, znati, umjeti. - Das Kind kann gehen. (M.H.) Dijete umije da hoda. (M.H.) Thus, when we say that a child learned to walk - hodati, it is a skill expressed in the verb könnnen, the child knows how to walk zna hodati, the child has mastered the skill of walking. Phase verbs + complementizer Phase verbs are those that transmit information at the stage of performing action. These are the verbs such as početi, nastaviti, završiti (begin, continue, finish). The structure da + prezent or infinitive occurs here as well as complementizer (e.g. počeo je prevoditi he began to translate), but also a deverbal noun (e.g. završio je prevoĎenje or završio je sa prevoĎenjem – he finished the translation or he was finished with the translation). Such predicate can sometimes be reduced to the main verb (for example, počeo je da pliva – proplivao je), which is the very proof that the phase verb and its complementizer make a unified predicate in the Bosnian language. Short graphic presentation of complex predicates in German language The following diagrams present the dependence structure of the given predicates and, at the same time, show how the individual elements are shifted in order to realize the acceptable sequence. Since the dependency grammar starts from the rule that words are linked to larger groups based on hierarchical dependencies, then there is one word in all the groups, which represents the core of the group, the center of the group, while the other words in that group are syntactically dependent on it. The occurrence of one word as the core assumes or excludes the occurrence of some other word. (1) Kinder, sowas habt ihr sicher noch gar nicht gesehen. habt a(p)f--------------------| ↓ gesehen habt (2) Wann ist das Haus gebaut worden? Weißt du, wann das Haus gebaut worden ist? ist a(p)f----------------------| ↓ worden a(p)p---------↓ | ↓ ↓ gebaut worden ist (3) Das Buch musste noch gestern Abend gelesen worden sein? musste m(i)f----------------------------887 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo | ↓ sein a(p)i--------------↓ | ↓ ↓ worden a(p)p----↓ ↓ | ↓ ↓ ↓ gelesen worden sein musste (4) In schweigsamer Misstimmung war die Mahlzeit zu Ende geführt? war a(p)f----------------------| ↓ gefùhrt fv(pp)p---------↓ | ↓ ↓ zu Ende gefùhrt war (5) Drinnen, im Saal herrschte Aufbruch. herrschte fv(NP)f--------------------| ↓ Aufbruch herrschte (6) Gotthold, du wirst es schaffen können, glaube mir. Weißt du Gotthold, dass du es wirst schaffen können? --------------wirst a(i)f---------------------↓ | ↓ ↓ kônnen m(i)i-------------------↓ ↓ | ↓ wirst schaffen kônnen The complex verbal predicate is, therefore, a complex syntactic structure, which occurs by joining auxiliary verb in the personal verb form and the main verb in the infinitive form. In such structure the personal verb form carries the grammatical meaning, while the main verb is the lexical complement. The complex verb predicate can be included in a group of compound predicates, but it is commonly classified in grammars as a special type of predicate. Auxiliary verbs within the complex verb predicate belong to two lexical-semantic groups of verbs modal and modifying verbs in German and modal and phase verbs in Bosnian language. Modal verbs express different nuances of modality: mogućnost, htijenje, ţelju, nuţnost, potrebu, namjeru (possibility, will, desire, necessity, need, intention) etc. Such verbs in German are: können, mögen, müssen, dürfen, wollen and sollen and in Bosnian language: morati, ţeljeti, smjeti, trebati, umjeti, znati, namjeravati, nastojati, pokušati, usuditi se etc. Phase verbs in Bosnian language mark different phases of the process indicated by the main verb, and the most common are: početi, stati, nastaviti, produţiti, prestati, prekinuti, etc. Examples of predicates with modal, modality and phase verbs: 1a) Der Konsul musste diese Ida in Schtz nehmen. 1b) Konzul morade uzeti Idu u zańtitu. 2a) Unsere Tony soll sich ein Beispiel daran nehmen. 2b) Nańa Toni bi se mogla ugledati na tebe. 3a) Am unteren Tischschende begann es aufzuflammern. 3b) Na dnu stola poĦe gorjeti. 4a) Frau Buddenbrook kann nicht mehr diese Frau ertragen. 4b) Gospoħa Budenbrok ne moţe vińe da podnese tu ņenu. 888 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Additional main verb within the complex verb predicate can also have the present form. Such verbs are then linked with modal/phase verbs with the help of a particle < da > and are complementary with the subject of the sentence. E.g.: 5a) Wir haben furchtbar gelacht, fing er an, zu plappern. 5b) Strańno smo se smejali, poĦe on da brblja. Modal verbs occur with infinitive in German language, whereas the modality verbs occur mostly with infinitive structure with zu, although there are also verbs without zu. In Bosnian language there are verb and non-verb predicates. Non-verb predicates are called nominal, and in German they are called "predicatives" which do not belong to the class of predicates. This makes a big difference between the two contrasted languages. Predicate of modal verbs in Bosnian language Independent part of the sentence which opens up a place in the sentence by itself is called predicate. Predicate is a direct holder of predicativity and as such it makes the grammatical core of the sentence. This is why the holder of the grammatical meaning of the predicate is the verb meaning in its personal form. Personal verb form represents an essential constituent of the predicate. The predicate also has a lexical meaning. The lexical meaning of the predicate can be characterized by a verbal and non-verbal lexeme. According to their structure the verbal predicates can be simple and complex. Simple predicate consists of main verbs. Simple verb predicates consist of a main verb lexeme that is the holder of the grammatical and the lexical meaning of the predicate. Complex verb predicates are composed of two verb lexemes – an auxiliary one, which holds the grammatical meaning, and the main verb lexeme that holds the lexical meaning of the predicate. Auxiliary verbs within the complex predicate belong to two lexical-semantic groups of verbs such as: modal and phase verbs + main verb (verb that carries the meaning of the sentence). Therefore, all complex verbal predicates in Bosnian language can have the following structural form: modal / phase + main verb Modal verbs in Bosnian language are: morati, moći, htjeti, smjeti, trebati, and the modality verbs are: umjeti, ţeljeti, namjeravati, smjerati. Htio sam mu pomoći. (M.H.) Prije petka moram se vratiti u Zenicu. (M.H.) Ona mora sama prevesti ovaj tekst na njemaĦki jezik. (M.H.) Phase verbs in Bosnian language are most often the following verbs: početi, stati, nastaviti, produţiti, prestati, prekinuti.... Počeli smo primjenjivati Bolonjski proces. (M.H.) Tek poslije podne je prestala padati kińa. (M.H.) Depending on whether the lexical meaning of the predicate is marked with verbal or non-verbal lexemes, all predicates in Bosnian language can be divided into verbal and non-verbal predicates. It is customary that non-verbal predicates in Bosnian language are called nominal predicates. The complex verb predicate is determined by syntactic relations and it is not affected by the word order in a sentence. Parts of the complex predicate can be separated by other words. If we look at them from the aspect of word order, these parts are independent words, while on the syntactical level those parts represent only one word and thus make single unit. Semantic modification of modal verbs Modal verbs express different nuances of modality: mogućnost, htijenje, ţelju, nuţnost, namjeru, potrebu (possibility, will, desire, necessity, intention, need). The German modal verbs können, mögen, mussen, dürfen, wollen, sollen require an infinitive verb as a complement that carries the meaning (main verb) in the sentence, which has the obligatory position at the end of the sentence and is used without zu. It is possible to connect these verbs with infinitive I and infinitive II: 889 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo (6a) Wir mùssen eine Stunde warten. (6b) Moramo Ħekati jedan sat. (Notwendigkeit – nuņnost, potreba) (necessity, need) (7a) Wir mùssen eine Stunde gewartet haben. (7b) Mora da smo Ħekali jedan sat. (Vermutung - pretpostavka) (assumption) The above example is a strong illustration of epistemic judgment, that is the speaker presents his highest possible degree of positive commitment to a true proposition that can be expressed by the modal verb. It is also possible to illustrate with the following examples: (8a) Ich muss voreilig gehandelt haben. (8b) Mora da sam prenaglio. (9a) Es muss etwas geschehen sein. (9b) Mora da se neńto dogodilo. (Behauptung - tvrdnja) (claim) (10a) Das muss etwas Neues sein. (10b) Pa to mora da je neńto novo. For this use of the modal verb morati (must) in terms of syntax is characteristic that it is impersonal (a person is recognized through the verb form of predicate with da-clause) and that it has a preposition in relation to the subject (extrinsic). The postposition and use of finite forms of the verb morati (must) would represent a feature of deontic use (intrinsic). (11a) Unsere durften siegen. (11b) Nańi bi morali pobijediti. Increase of epistemic distance (weakening of epistemic judgment) is expressed by potential verb form (for the expression of will in Bosnian language). (12a) Zu Weihnachten durften die Kinder aufbleiben. (12b) Za BoņiĤ su djeca smjela ostati budna. (Erlaubnis - dozvola) (permission) (13a) Wegen der Ansteckungsgefahr durften wir den Patienten nicht besuchen. (13b) Zbog opasnosti od zaraze mi nismo smjeli posjetiti pacijenta. (Môglichkeit - moguĤnost) (possibility) In this case, the meaning of the modal verb dürfen with the negation does not always show the zabranu (Verbot) (ban), which is the most common form, but the mogućnost (Möglichkeit) (possibility) as in this case. (14a) Man kann heute in der See schwimmen, es ist nicht sturmisch. (Môglichkeit - moguĤnost) (possibility) (14b) Danas se moņe kupati u moru, nema oluje. Nuances of the use of the modal verb können with infinitve as the complement indicate different nuances of possibilities that are determined by objective conditions in terms of reason, cause, consequence, relationship cause - performance, ability, permission, such as: (15a) Die alte Frau kann noch ohne Brille die Zeitung lesen. (Fähigkeit - sposobnost) (ability) (15b) Stara gospoħa joń moņe Ħitati novine bez naoĦala. Thus, the verb können means a possibility that the subject can realize by himself with the help of his physical or spiritual ability. (16a) Ich môchte einmal die Insel Rùgen kennen lernen. (Wunsch, Wille - ņelja, volja) (desire, will) (16b) Ņelim upoznati osrvo Rùgen. 890 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo In this version the verb mögen is primarily used in past subjunctive to indicate the present (whereas it would be possible to use only the German modal verb wollen to indicate the past). The verb mögen differs from the verb wollen in the way that wollen expresses a decisive enforceable will, while the verb mögen expresses only a weak desire. (17a) Die Schùler sollen die Schlùsselwôrter im Text unterstreichen. (Forderung - zahtjev) (request) (17b) UĦenici treba da podvuku kljuĦne rijeĦi u tekstu. There are, of course, different instances of the request, such as command, obligation, plan, provision, recommendation, etc. (18a) Das Ehepaar will eine touristische Busreise durch Italien unternehmen. (Absicht, Wille, Wunsch - namjera, volja, ņelja) (intention, will, desire) (18b) BraĦni par ņeli napraviti turistiĦko putovanje autobsom kroz Italiju. In some cases, the verb wollen expresses rather desire than the will or intention primarily to indicate the past. For example: (19a) Ich wollte immer einmal Island kennen lernen. (19b) Oduvijek sam ņelio bar jednom upoznati Island. (20a) Ich will hier warten, bis du kommst. (21b) Ja Ĥu ovdje Ħekati dok ne doħeń. (Zukunft - buduĤnost) (future) The modal verb wollen to indicate the future is different from the auxiliary verb werden in the way that it weakens the basic meaning of intent, will. Semantic modification of the modality of auxiliary verbs In addition to modal verbs, the other verbs can also occasionally have a modifying meaning. Such modifying verbs are also auxiliary verbs haben and sein that in such cases are used in German language with the infinitive construction with zu. Auxiliary verb sein + infinitive with zu means more often the possibility, but sometimes also the necessity. (21a) Die Arbeit ist in drei Tagen kaum zu schaffen. (Môglichkeit – moguĤnost) (possibility) (21b) Rad se jedva moņe obaviti za tri dana. (22a) Die Arbeit ist unbedingt in drei Tagen zu schaffen. (Notwendigkeit – nuņnost) (necessity) (22b) Rad se svakako mora obaviti za tri dana. Auxiliary verb haben + infinitive with zu means more often the necessity but sometimes also the possibility. One can determine which meaning is present in the sentence only from the context. The possibility is marked mainly through negation words. While the auxiliary verb sein + infinitive with zu usually has a passive meaning, the structure of the auxiliary verb haben + inifinitive with zu has an active meaning, whereby the subject usually presents a person. (23a) Ich habe mit dir zu reden. (23b) Ja moram razgovarati sa tobom. (Notwendigkeit - nuņnost) (necessity) 24a) Was hast du zu berichten? (24b) Ńta moņeń izvijestiti? (Môglichkeit - moguĤnost) (possibility) Examples in Bosnian language show the common use of a complementary predicate verb in the infinitive form, which in German corresponds to infinitive structure with zu. 891 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Semantic modification of modality verbs In addition to modal and auxiliary verbs there are also some other verbs that can occasionally have the modality meaning. Such verbs are called modality verbs (Modalitätsverben) and they must be used with the infinitive with zu. According to U. Engel (1996) there are the following modality verby in German language: anheben, anstehen, belieben, bleiben (it is also possible to use the pure infinitive), drohen, gedenken, geruhen, sich (ge)trauen, pflegen, scheinen, stehen, umhin können, sich unterstehen, sich vermessen, vermögen, versprechen, verstehen, wissen. According to Dņ. JahiĤ/S. HaliloviĤ/I. PaliĤ (2000: 364 ff) the phase verbs in Bosnian language characterize different phases of the process indicated by the main verb, and the most common are: početi, stati, nastaviti, produţiti, prestati, prekinuti ... The subject of the modality verb and the subject of the main verb present the same category. Such identity of the subject is the reason why the subject of the complex modality predicate is mentioned only once. (25a) Die Ehe schien sein Befinden nicht gùnstig beeinflusst zu haben. (25b) Izgledalo je da brak nije povoljno uticao na njegovo zdravlje. (26a) Jemand braucht nur geboren zu werden, um ein Auserlesender und Edler zu sein. (26b) Neko treba samo da se rodi pa da bude izabranik i plemiĤ. (27a) Er hatte es gekauft, er schien seinen Ehrgeiz darein gesetzt zu haben... (27b) Kupio ju je, izgledalo je da se kapricirao da je kupi.... Complement main verb as a part of a complex verbal predicate can also have the form of the present tense with da - clause. In that case it is connected with a modal- phase verb by the conjunction da and it stays in grammatical congruence with the subject. Conclusion Based on performed analysis of the two observed languages it could be concluded that the verb in the personal verb form is the holder of grammatical meaning of the predicate in both languages and that the personal verb form represents the essential constituent of the predicate. Besides the grammatical meaning the predicate is also characterized by the lexical meaning. The lexical meaning of predicates in both languages can be characterized with both verb and nonverb lexeme. In such a construction a personal verb form is the holder of the grammatical meaning and the main verb represents the lexical complement. Auxiliary verbs within complex predicates belong to the lexical - semantic groups such as modal, modality and phase verbs plus the main verb that represents the holder of the meaning in a sentence. When it comes to contrastive analysis of German auxiliary verbs with Bosnian auxiliary verbs it can be determined that Bosnian auxiliary verbs are not always able to credibly convey all the nuances of meaning and the nuances of meaning of German auxiliary verb that are used to express modal and modality notion in general. In doing so, contribute to the Bosnian language and other language resources such as adjectives, adverbs, conjunctions, subordinate clause, or some other syntactic structures. In addition, other language categories in Bosnian language contribute to express modal and modality notion such as adjectives, adverbs, conjunctions, subordinate clause or some other syntactic structures. It was also important to show the comparison and the use of the verb tense and the mood in German and Bosnian. Auxiliary modal verbs used to express modality in German usually stand in present tense and past tense, while in Bosnian language such verbs stand mainly in present tense and perfect tense. When it comes to the mood, indicative and subjunctive are most frequently used in German and indicative and ―potencijal‖ verb form (for the expression of will) in Bosnian language. Explanation of abbreviations in graphic presentation: 892 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo a (i) auxiliary verb a comes with infinitive i and appears in the finite form a (p) auxiliary verb a comes with participle p and appears in the finite form a (p) auxiliary verb a comes with participle p and appears in the infinite form a (p) auxiliary verb a comes with participle p and appears in the participle form fv (NP) functional verbal expression fv comes with the noun phrase NP and appears in the finite form fv (pp) functional verbal expression fv comes with prepositional phrase pp and appears as participle m (i) modal verb m comes with infinitive i and appears in the finite form m (i) modal verb m comes with infinitive i and appears in the infinite form i. f f. f f i i p p f f p p f f i References Albert Busch/Oliver Stenschke (2008): Germanistische LInguistik, 2. Auflage, Narr Francke Attempto Verlag GmbH + Co.KG, Tùbingen Augustin, Irina: Probleme mit deutschen Modalverben; Dissertation (http://www.opus.ub.unibayreut.de/volltexte/2007/283/pdf/Dissertation_Augustin.pdf) BariĤ,E./LonĦariĤ,M./MaliĤ,D./PaveńiĤ,S./Peti,M./ZeĦeviĤ,V./Znika,M (1979): PriruĦna gramatika hrvatskoga knjiņevnog jezika: Zagreb 893 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Bertelsmann (1999): Grammatik der deutschen Sprache, Mùnchen Duden 4 (2005): Die Grammatik, Mannheim Engel, Ulrich (1996): Deutsche Grammatik, 3, korrigierte Auflage Hasanica, Memnuna (2009): Akcionalnost i tvorbeni modeli glagola u njemaĦkom i b/h/s jeziku, Univerzitet u Zenici, Pedagońki fakultet u Zenici Helbig, G./Buscha, J. (2000): Leitfaden der deutschan Grammatik, Langenscheidt KG, Berlin und Mùnchen Helbig, G./ Buscha, J. (2001): Deutsche Grammatik. Ein Handbuch fùr den Ausländerunterricht. Berlin, Mùnchen, Wien, Zùrich, New York: Langenscheidt. JahiĤ Dņ., HaliloviĤ S., PaliĤ I. (2000): Gramatika bosanskog jezika; 1. izdanje, Zenica, Dom ńtampe Karin Pittner / Judith Bermann (2004), Narrstudienbùcher, Tùbingen KarabaliĤ Vladimir / Leonard Pon (2008): Syntax der Satzglieder im Deutschen, Osijek Katja Kessel / Sandra Reimann (2005): Basiswissen Deutsche Gegenwartssprache, A. Francke Verlag Tùbingen und Basel PetroviĤ, Velimir (1995) Einfùhrung ind die Syntax des Deutschen―, Osijek StevanoviĤ, M. (1989): Savremeni srpskohrvatski jezik II, NauĦna knjiga Beograd VukoviĤ, J. (1967): Sintaksa glagola, Zavod za izdavanje udņbenika Sarajevo ZiliĤ, Erminka (2002) : Syntax der deutschen Gegenwartssprache―, Dom ńtampe Zenica Sources Katja Kessel / Sandra Reimann (2005): Basiswissen Deutsche Gegenwartssprache, A. Francke Verlag Tùbingen und Basel .Mann, Thomas (1960): „Buddenbrocks―; Verfall einer Familie; S.Fischer Verlag GmbH, Frankfurt am Main Mann, Thomas (1961): „Buddenbrocks―-knjiga druga, preveli: O.DavidoviĤ i P. OgnjanoviĤ; IzdavaĦko preduzeĤe Svjetlost Sarajevo 894 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 551 Title A name given to the resource Modal and Modality Notion of Complex Predicate in German and Bosnian Languages Author Author Hasanica, Memnuna Ćurković, Amela Abstract A summary of the resource. The aim of the paper is to highlight by contrastive approach broad issues of indicative and modal categories in German as target language and in Bosnian language. A number of examples of complex predicates in both languages were presented with the method of contrastive analysis with emphasis on the modality. It was found that the Bosnian auxiliary verbs are not always able to credibly convey all the nuances of meaning of German auxiliary verbs that are used to express modal and modality notion in general. In addition, other language categories in Bosnian language contribute to express modal and modality notion such as adjectives, adverbs, conjunctions, subordinate clause or some other syntactic structures. It was also important to show the comparison and the use of the verb tense and the mood in German and Bosnian. Auxiliary modal verbs used to express modality in German usually stand in present tense and past tense, while in Bosnian language such verbs stand mainly in present tense and perfect tense. When it comes to the mood, indicative and subjunctive are most frequently used in German and indicative and ―potencijal‖ verb form (for the expression of will) in Bosnian language. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/e71bae251cd206cc781206be25fc46ea.pdf c6d4b90a72c947321783ec665ff28707 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Letter transformation at linguistic understanding of deaf people Prof. Husnija HasanbegoviĤ Department of Speech Pathology and Audiology University of Tuzla, BiH husnijamaj@hotmail.com Abstract: The paper analyzes the importance of writing in linguistic understanding of the text, through the transformation of the original programmed hand alphabet as the font (PC & DEAFNESS). The aim of the research was to examine the understanding of the correspondence between the deaf children, through comparative analysis at understanding of the content at transformation of PC&DEAFNESS into font Times New Roman. To realize the set goal, the combined programs were used to write two letters at the specially designed software package. Research was conducted on a sample of 70 subjects of deaf children, which is divided into two equal and uniform subsample of the 35 subjects, of which one subsample is an experimental group and the second control group. The experimental group was writing to each other with programmed alphabet, with the possibility of transformation of the letter, and the control group with standard script, with no possibility of transformation. Evaluation of results and testing hypotheses about the significance of the difference of writing two letters and understanding at deaf children, has been expressed by the analysis of changes, using canonical discrimination analysis, which showed that the two samples differ significantly, at a significance level of P = 0.00. It was found that the respondents of experimental group showed better results in writing programmed alphabetical letter, with the possibility of transformation of the font. Key Words: programmed alphabet, remote communication of the deaf, pragmatic method, printed sign language Introduction We observed two groups of people in objective reality. Ones with hearing impairment (deaf, hard of hearing) and ones with no hearing impairment (so called ordinary). Deaf child has the same chances for psychic and physic development like ordinary child, but if we consider hearing impairment influence on socialization we will find a problem to discuss. The speech is very important in human development. The most important and first function of speech is communication and so then socialization. Deaf child has to relay on visual experience and when it is about communication and socialization, deaf child experiences troubles. Deaf can develop their speech but it is conditioned with many factors. With frequent use of speech and by using appropriate rehabilitation procedures their speech can be developed. The newest technologies and researches do not solve these problems. Even CI does not make expected progress. According to World Federation of Deaf in developing countries there is less than 20% deaf children that go to school regular. The most of young deaf continue living after schools illiterate and with poor knowledge about society. The reason is nonexistence of appropriate rehabilitation and language programs. Lets review older and recent surveys. About 50% young after finishing secondary school read and write worse than 10 year old ordinary child (Traxler, 2000). About 30% deaf and hard of hearing finish secondary school functionally illiterate (Marschark, Lang, Alebertini, 2002). Now there are possible solutions. The writing should be activated in early period of life, 5 years (E. Ferreiro, 1990; D.Olson, 1994). The importance of early writing is explained at Dickinson, McCabe and Essex, 2006. The logic is simple, to be literate deaf child has to learn language of the community. It can learn letters, learn to write but if it does not know language then it does not know what are the things it writes or reads (Halliday, 1975; Wells, 1981; Kress, 1994; Mayer and Wells, 1996; Mayer, C. 1998; Luetke-Stahlman, 1998; Kyle and Harris, 2006). The important thing is methodological admittance at training (Paul, 1998). Why deaf spell in hand alphabet? It is about dynamic perception that is the consequence of psychic dimensions of deaf person (HasanbegoviĤ, H. and SinanoviĤ, O. 2008). The importance of hand alphabet is not known yet at scientific public (HasanbegoviĤ, 2004). This survey has the task to point on better results with use of hand alphabet. 616 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Method of the Study We used method of experiment and then we did quantitative analyzes. For experiment we tested the success of text retyping. We use two different fonts for comparison. The first standard Latin font in MS Word, example: Times New Roman. The second newly crated, original one hand alphabet font that is explained at paradigmatic method of teaching deaf to language (Hasanbegovic, 2007). Sampling We had sample of 70 deaf children. We divided it in two equal and homogenous sub samples. The first was experimental and the second was control group. The experimental group had an opportunity to use one hand alphabet font, and the control group had not. Varijable The most important variable in this experiment was the variable about clear typing. We took into consideration the number of mistyped and substituted letters or graph in total count of words in the the text. Data Analysis Processes We done the data analysis on very simple way. We gave children the text to retype. Then we compared the results of experimental and control group and processed data in SPSS software under discriminative analysis. Findings and Discussion Writing The writing is very complex activity and in order to learn it one has to learn to speak first. These two activities are connected and conditioned each other. People express their feelings, taught and experiences by speech and write. The most complex type of language expression is written text. In order to send clear message one has to specify all details, even those that are not said in oral speech. Ordinary children learn to speak, then in school they learn to write. Despite those, children with hearing impairment learn to speak and write at the same time, which consider troubles. It is very clear now why deaf children never achieve the writing skill level as ordinary ones. They have weak vocabulary, write slow, make grammar mistakes. The writing and oral speech are the part of same mental process. The difference is in expression form. Deaf write as they speak, so their written text is the best for language skills. The fact that is called literacy is conditioned by language knowledge level, so the logical procedure of learning is speech and then writing. The child learns language by listening and then it practice speaking and finally it learns to write. Because deaf children can not learn hear, but they can learn to pronounce, my researches showed that reverse procedure can be useful. Children learn to write first, using the transformation of letters to dynamic basis of hand alphabet that is psychological acceptable to deaf children. There is statistic important difference between those children that were tested with use of Times New Roman windows font and those that were using newly created experimental font that represents one hand alphabet. Experimental group had better results. The control group (the one that used Latin font) typed 967 words with 91 mistakes (9,41%). They had missing letters in 31 words (3,21%) and they had wrong letters in 51 words (5,27%). The experimental group typed 16 words with mistakes (2,38%). They had missing letters in 11 words (1,63%) and they had wrong letters in 5 words (0,74%). Conclusions and Recommendations This survey proves that one hand alphabet font supports typing/writing at deaf children. The deaf child interaction with computer is logical because the computer supports those dynamic dimensions that are familiar with the basis of deaf cognitive development. Because of that, today we can find a lot of mini software which purpose is to help deaf. The language education requests many skills while programming courses and educational programs and the most important thing is to know psychology of deaf. So there are less software that is supported with this type of admittance. Despite those software with one hand alphabet font solves those problems and helps deaf to write/type. The computer software for education of deaf is consisted of next products: DEAF&WRITING – one/two hand alphabet font, DEAF&KEYBOARD – adapted keyboard with one/two hand alphabet marks on it, and operative program for language learning. DEAF&WRITING is one/two hand alphabet font published in (HasanbegoviĤ, 2004). It enables more efficient way of reading, writing and learning at deaf. Also it enables distance communication, printing and its wide usage. For that purpose we also invented keyboard for deaf with one/two hand alphabet marks on it (DEAF&KEYBOARD). The operative program is constructed like dictionary with words in it that have dynamic 617 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo support, like pictures, pronounces, sing language examples for every word, and it can be used with Latin or one/two hand alphabet font. Operative program characteristics The operative program is unique teaching technology that has all interactivity needed to focus attention of student, and most important thing, it gives results. The program is standalone flash .exe that can be started from CD or hard drive. The program request installed one/two hand alphabet font for optimal use. The program has three dimensional space that represents classroom. There are panels that are hidden in the walls. All panels have hide/show option and all can be started at the time. So it is up to pupil to use desired panels for learning. The language and pronounce learning is based on original approach. The most frequent words are explained in details with implementations on all panels. They have picture symbol that associate the word with its semantic representation. 618 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Barnett, W. S. (2001). Preschool education for economically disadvantaged children: Effects on reading achievement and related outcomes. In S. Neuman & D. Dickinson (Eds.), Handbook of early literacy research: Volume 1 (pp. 421–443). New York: The Guilford Press. Dickinson, D., McCabe, A., & Essex, M. (2006). A window of opportunity we must open to all: The case for preschool with high-quality support for language and literacy. In D. Dickinson & S. Neuman (Eds.), Handbook of Early Literacy Research: Volume 2 (pp. 11–28). New York: The Guilford Press. 428 Journal of Deaf Studies and Deaf Education 12:4 Fall 2007 Ferreiro, E. (1990). Literacy development: Psychogenesis. In Y. Goodman (Ed.), How children construct literacy (pp. 12–25). Newark, DE: International Reading Association. Halliday, M. (1975). Talking one‘s way in: A sociolinguistic perspective on language and learning. In A. Davies (Ed.), Problems of language and learning (pp. 8–33). London: Heinemann. HasanbegoviĤ, H., & SinanoviĤ, O. (2008) Estimate of certain psychic characteristics at tested deaf people. Acta Medica Saliniana;37:127-131. HasanbegoviĤ H. (2004) Manual alphabet as an aid in understanding the language of deaf, ''Defektologija'' br. 12: 89-92. Kress, G. (1994). Learning to write (2nd ed). New York: Routledge. Kyle, F., & Harris, M. (2006). Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children. Journal of Deaf Studies and Deaf Education, 11, 273–288. Luetke-Stahlman, B. (1998). Language issues in deaf education. Hillsboro, OR: Butte Publications. Marschark, M., Lang, H., & Albertini, J. (2002). Educating deaf students: From research to practice. New York: Oxford University Press. Mayer, C. (1998). Deaf children learning to spell. Research in the Teaching of English, 33, 158–180. Mayer, C., & Wells, G. (1996). Can the linguistic interdependence theory support a bilingual model of literacy education for deaf students? Journal of Deaf Studies and Deaf Education, 1, 93–107. Olson, D. (1994). The world on paper. Cambridge, England: Cambridge University Press. Paul, P. (1998). Literacy and deafness: The development of reading, writing, and literate thought. Needham Heights, MA: Allyn & Bacon. Traxler, C. (2000). The Stanford achievement test, 9th edition: National norming and performance standards for deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education, 5, 337–348. Wells, G. (1981). Learning through interaction: The study of language development. Cambridge, England: Cambridge University Press. 619 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 92 Title A name given to the resource Letter transformation at linguistic understanding of deaf people Author Author Hasanbegović, Prof. Husnija Abstract A summary of the resource. The paper analyzes the importance of writing in linguistic understanding of the text, through the transformation of the original programmed hand alphabet as the font (PC & DEAFNESS). The aim of the research was to examine the understanding of the correspondence between the deaf children, through comparative analysis at understanding of the content at transformation of PC&DEAFNESS into font Times New Roman. To realize the set goal, the combined programs were used to write two letters at the specially designed software package. Research was conducted on a sample of 70 subjects of deaf children, which is divided into two equal and uniform subsample of the 35 subjects, of which one subsample is an experimental group and the second control group. The experimental group was writing to each other with programmed alphabet, with the possibility of transformation of the letter, and the control group with standard script, with no possibility of transformation. Evaluation of results and testing hypotheses about the significance of the difference of writing two letters and understanding at deaf children, has been expressed by the analysis of changes, using canonical discrimination analysis, which showed that the two samples differ significantly, at a significance level of P = 0.00. It was found that the respondents of experimental group showed better results in writing programmed alphabetical letter, with the possibility of transformation of the font. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/f358403d11eef1936e14f595e077319d.pdf 80e6854233643e424b8b1d5acb4b4aad PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The Use of IT Tools in Everyday Classes Where Foreign Language is Taught Meliha HANDZIC International Burch University, Faculty of Engineering Sarajevo, Bosnia and Herzegovina mhandzic@ibu.edu.ba Merdţana OBRALIC International Burch University, Faculty of Economics Sarajevo, Bosnia and Herzegovina mobralic@ibu.edu.ba Emir CICKUSIC International Burch University, Faculty of Economics Sarajevo, Bosnia and Herzegovina ecickusic@hotmail.com Abstract. This paper aims to present the situation of using IT tools in everyday classes where foreign language is taught. The research is empirical. The survey study was conducted among students of a new private university in Bosnia and Herzegovina. The questionnaire was applied to students from 17 to 25, male and female students learning 2 foreign languages. The results of the study can be the useful resource for future research and help better practical implementation of IT tools in the class. Keywords: IT tools, foreign language, user satisfaction: survey 1. Introduction The world is in the midst of multidimensional transformation: technological, economic, social, cultural and political. To succeed in such a world, organisations need to have better educated workforce. Thus, it is important to prepare next generations of graduates to live and work in the new ''information age''. In response to the growing demand for educated workforce, universities are replacing or complementing traditional methods of teaching and learning with IT supported approaches. The use of IT tools in tertiary education in developed countries is very high. IT tools are employed to help students‘ learning process and to increase the quality of offered education. The use of IT tools may also boost students‘ learning interests (Handzic and Chumkovski 2004, Handzic and Hoor, 2005). Lecturers can also benefit from IT. By using sophisticated IT tools, they can better and more easily express themselves and add more meaning to what they want to say (Shum et al. 2010). In developing countries such as Bosnia and Herzegovina (BiH), the use of IT in teaching and learning at universities is relatively low. However, through stable and evolutionary development and implementation, it may be possible to achieve greater IT adoption in this country‘s education sector (Habul and Obralic 2009). The purpose of this paper is to examine those factors that can explain and predict students‘ IT usage behaviour in learning foreign languages at a new private university. The paper is organized as follows. It starts with this section introducing the issue of IT tools usage in everyday classes where foreign language is taught. Next, the paper presents relevant literature on information technology adoption. Then, the paper proceeds with a discussion on research methodology. After that, the results are examined and discussed. Finally, the main findings and their theoretical and practical contributions are assessed and the ending conclusions are drawn. 546 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2. Literature Review The review of previous research on IT adoption reveals the extensive use of three adoption theories. The most widely used model is Davis‘ Technology Acceptance Model (TAM). This model assumes that an individual‘s perceptions of IT usefulness and ease of use are two key beliefs that influence the person‘s intended or actual IT use (Davis 1989). Another popular approach used to investigate factors that influence IT adoption is Theory of Reasoned Action (TRA) by Ajzen and Fishbein (1980). According to TRA, social norms held by groups to which an individual belongs put additional pressure on the person to conform and thus influence his/her intention regarding the use of IT. Yet another theory relevant for studying IT adoption is Roger‘s Innovation Diffusion Theory (IDT). This theory identifies a series of innovation characteristics (eg. relative advantage, compatibility, complexity, trialability and observability), organizational characteristics (eg. formalization, centralisation, openness, interconnectedness, slack and size) and adopter characteristics (eg. familiarity and motivation) that are related to innovation adoption (Rogers 2003). Furthemore, one can notice several similarities between constructs from Media Richness Theory (MRT) by Daft and Lengel (1986) and those from TAM, TRA and/or IDT. For example, medium capacity employed by MRT is similar to perceived relative advantage or usefulness. In addition, self-efficacy beliefs defined by Compeau and Higgins (1995) are similar to perceived ease of use. Finally, system quality construct from the DeLone and McLean IS Success Model (DeLone and McLean 1992, DeLone and McLean 2003) is comparable with the innovation characteristics and its perceived usefulness. From the review of the major adoption and related theories, it is evident that they are complementary and if integrated could provide even stronger model than if each theory is used on its own. Therefore, this research uses constructs from all the above theories to explore the factors that influence IT tools usage in teaching and learning foreign languages in the University context. 3. Research Method A survey study was conducted to explore the adoption of IT tools in a university setting and from the students‘ point of view. The survey was chosen as a preferred research method due to timeliness, low cost and convenience factors. The survey questions were set to find out how participants perceive IT tools medium richness, usefulness, self-efficacy, ease of use, social norms and their intentions to use IT to support their language study. All questionnaire items used to measure these constructs were adapted from prior studies and had proven validity and reliability. The questionnaire consisted of a mixture of closed and open-ended questions. Sixteen closed questions were used to find out the extent of agreement on various statements and to ease the analysis and synthesis of the results. The responses were captured on seven-point Likert scales with end points 1 — strongly disagree and 7 — strongly agree. Four open-ended questions were used to acquire basic demographic information (age, sex, language) and additional textual comments on any IT aspects of interest. The survey was designed to allow anonymity so that the subjects could freely express their thoughts and feelings. Subjects for this study were undergraduate students enrolled in two foreign language programs. A total of 150 students participated in the current study. Survey forms were distributed to the participants during regular classes by one of the authors. It took between 15 and 20 minutes to answer all survey questions. Then, the participants‘ responses were collected, encoded, entered into the computer file and analyzed using Microsoft Excel spreadsheet program. The results of the analyses performed are presented in the following section. 4. Results Rating Scores Mean respondent scores for six variables (usefulness, ease of use, intention to use, social norm, selfefficacy and media richness) were calculated by language (Turkish, English), gender (male, female) and age (junior, 17-20, senior, 21-28). Then, t-tests were performed to examine any potential differences between different subject groups. Summary results are presented in Table 1. Table 1. Results of analyses for six variables by three subject groups 547 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Subject groups 1.Turkish Usefulness Ease of use Intention to use Social norm Self efficacy Media richness 5.73 4.95 5.73 5.73 5.66 5.56 2.English 5.21 Sig P=0.017 4.63 Sig P=0.069 4.70 Sig P=0.001 5.39 Ns P=0.136 5.16 Sig P=0.041 5.05 Sig 0.014 5.45 4.82 5.17 5.53 5.36 5.32 5.40 Ns P=0.818 4.65 Ns P=0.382 5.12 Ns P=0.897 5.44 Ns P=0.706 5.42 Ns P=0.761 5.13 Ns P=0.416 difference (t-test) 1.Female 2.Male difference (t-test) 1.Junior 5.23 4.74 4.96 5.46 5.29 5.23 2.Senior 5.69 Ns P=0.899 4.80 Ns P=0.413 5.39 Ns P=0.897 5.57 Ns P=0.612 5.49 Ns P=0.618 5.32 Ns P=0.920 difference (t-test) The results from Table 1 indicate significant differences in perceptions and behaviours between Turkish and English language students, but no differences due to their gender or age groups. English subjects had significantly worse opinions about the richness of IT as a medium of instruction and learning than Turkish subjects (5.56 vs. 5.05). Accordingly, they had significantly lower perceptions of IT usefulness (5.21 vs. 5.73) in studying foreign languages than their Turkish counterparts. Furthermore, English subjects rated their IT self-efficacy and subsequent ease of use of IT significantly poorer compared to Turkish subjects. The mean scores of English subjects were significantly smaller than those of Turkish subjects for both self-efficacy (5.16 vs. 5.66) and ease of use (4.63 vs. 4.95). Consequently, English subjects expressed significantly lesser intention to use IT to support their language study than Turkish subjects (4.70 vs. 5.73). This was evident despite similar acknowledgement by both English and Turkish subjects of the current social norm in favour of using IT in the process of studying foreign languages (5.39 vs. 5.73). Textual Comments To investigate deeper the potential reasons behind differences in scores between English and Turkish subjects, content analysis of textual comments was done in both language groups. The analysis revealed that all comments made by Turkish subjects were favourable, while those made by English subjects were mixed. On a positive side, there was general recognition of the necessity, importance and potential of IT in supporting teaching and learning of foreign languages. On the other side, there was a clear and loud request by English subjects to explain IT subject matter in a better and more understandable manner, as well as include more advanced IT topics in addition to basic ones. Such comments suggest that the lack of necessary advanced IT knowledge and skills may be the main barrier to greater intentions to use IT among English subjects. This implies that these students need to be exposed to more sophisticated learning media and gain more practice in using IT in order to form more favourable opinions of its usefulness and ease of use, and subsequently change mind about their usage intentions. 5. Discussion Main Findings Consistent with previous research on IT adoption, lower perceptions of IT usefulness and ease of use were found to lead to lesser intentions to use IT in language study. The self-reported lack of advanced IT 548 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo knowledge and skills among English subjects was found to be the main reason for poorer perceptions of IT richness and usefulness, as well as self-efficacy and ease of use, when compared to their Turkish counterparts. The findings indicate that both IT usefulness and ease of use are important to students . Implications The study has significant implications for theory and practice. The findings showed the influence of perceived IT richness and thus usefulness and perceived IT self-efficacy and thus ease of use on students‘ intentions to use IT in their study of foreign languages. Further findings revealed that the lack of advanced knowledge and skills was the major barrier to IT adoption in learning. In short, the study provided useful insights into IT adoption process in higher education. Based on the study findings, the community of foreign language students and teachers can devise strategies to promote greater application of state of art IT applications; produce better plans to service different members of language teaching and learning community; apply IT applications and training that better meet students‘ and teachers‘ needs and ensure that they get necessary IT skills. Limitations and Future Research Like all research, this study has certain limitations. Thus, sample of participating students is relatively small and may not be representative of general student population. Constructs in the study were measured subjectively and from the students‘ point of view. Lecturers may have different views. All subjects were from the same newly established private institution. Consequently, there may be differences between private and public, new and long-established institutions. So, in future research, attention should be given to collect more representative data, include different types of users, and delineate the concerns of public and private universities, IT adopters and non-adopters. 6. Conclusions This study examined students‘ perceptions and behaviours regarding various aspects of IT support in studying foreign languages at the university level. The findings showed that the adoption of IT (i.e. intention to use IT) in this context was contingent upon critical factors such as advanced IT knowledge and skills as reflected in perceptions of IT media richness, usefulness, self-efficacy and ease of use. The findings also showed that social norms played little role in students‘ decisions to adopt. These findings make important contributions to theory and practice by providing empirical evidence of critical IT adoption factors, and suggesting how they can be used to improve foreign language study in practice. Finally, these findings provide a basis for further research that would address current limitations and extend research to other adoption issues in varying tasks, contexts and participants. 549 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Ajzen, I., and M. Fishbein (1980) Understanding attitudes and predicting social behaviour (p. 278). Englewood Cliffs, NJ: Prentice-Hall. Compeau, D.R. and C.A. Higgins (1995) ―Computer self-efficacy: development of a measure and initial test‖, MIS Quarterly, (19)2, pp.189–211. Daft, R.L and R.H. Lengel (1986) ―Organizational Information Requirements, Media Richness and Structural Design‖, Management Science, (32)5, pp.554–571. Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340. DeLone WH and McLean ER (1992) Information systems success: The quest for the dependant variable. Information Systems Research 3(1), 60-95. DeLone WH and McLean ER (2003) The delone and mclean model of information systems success: A ten-year update. Journal of Management Information Systems 19(4), 9-30. Habul A. and Obralic M. (2009), Development of IT in Education in Bosnia and Herzegovina, example: Eaculty of Economics, University of Sarajevo Handzic M. and Hoor H.J. (2005), ―Corporate E-learning: An Empirical Evaluation‖, Journal of Information and Knowledge Management, Vol. 4, No. 4, pp. 229-235 Handzic, M and A Chumkovski (2004). e-Learning portal evaluation. In Proceedings of the European Conference on Knowledge Management (ECKM 2004), pp. 425–432. Paris, 30 September–1 October. Rogers, E. M. (2003). Diffusion of Innovations. 5th Edition. The Free Press, New York. Shum PS, Land L, Dick G. and Jamieson R. (2010), 40P. Online Lecturing: Students‘ want it, but what about the lecturers? 550 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Disagree Slightly disagree Not sure Slightly agree Agree Strongly agree I believe the use of the IT tools is helpful for my learning foreign language The quality of students‘ learning will be improved by using the IT tools I believe the IT tools will boost students‘ learning interests Learning to operate the IT tools should be easy for me It is easy for me to become skilful in using the IT tools I think IT tools will be difficult to operate I intend to use the IT tools when it becomes available Our lectures would support the use of the IT tools while teaching I believe I could use the IT tools if I had the help for reference I believe I could use the IT tools if someone showed me how to use it first I believe I could use the IT tools if I had used a similar package previously If the lecturers feel very strongly about something (positively or negatively), the IT tools allows them to show their feelings. The IT tools allow the lecturer to add meaning to what they want to say by using as many cues (body language, voice, tone, etc) as possible. The IT tools allow the lecturer to be flexible with the way language (verbal, non-verbal and/or graphics) is used in order to increase understanding Nowadays use of IT in all sectors is inevitable I believe that most whole research is done with usage of IT 1 2 3 4 5 6 7 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 6 6 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 7 7 1 2 3 4 5 6 7 1 2 3 4 5 6 7 1 1 2 2 3 3 4 4 5 5 6 6 7 7 No: Statement Strongly disagree Appendix A – Survey Questions 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 551 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 83 Title A name given to the resource The Use of IT Tools in Everyday Classes Where Foreign Language is Taught Author Author HANDZIC, Meliha OBRALIĆ, Merdžana CICKUSIC, Emir Abstract A summary of the resource. This paper aims to present the situation of using IT tools in everyday classes where foreign language is taught. The research is empirical. The survey study was conducted among students of a new private university in Bosnia and Herzegovina. The questionnaire was applied to students from 17 to 25, male and female students learning 2 foreign languages. The results of the study can be the useful resource for future research and help better practical implementation of IT tools in the class. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/9e5108e3a098b52ffc40ecee5599a778.pdf 14cbe164c65184f5bb98b320aacd9a33 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Undergraduate Level EFL Student‘s Beliefs About Language Learning Turgay HAN Kafkas University, Faculty of Letters and Science, Department of English Language and Literature, Kars, TURKEY turgayhan@yahoo.com.tr Hüseyin EFE Artvin Çoruh University, Faculty of Education, Department of English Language Education, Artvin, TURKEY hefe@atauni.edu.tr Muzaffer BARIN Atatùrk University, Faculty of Letters, Department of English Language and Literature, Erzurum, TURKEY mbarin@atauni.edu.tr Abstract:By providing quantitative data from the modified EFL version of Beliefs about Language Learning Inventory (BALLI) completed by the ELT undergraduate level students in one of the Turkish Universities, the survey was aimed to obtain generalizable conclusions about beliefs or notions about language learning of undergraduate level EFL students. The relationships among gender and years of education in the ELT department, as the impacting factors, and the participants‘ scores in the BALLI were statistically analyzed. The results were discussed in terms of the EFL students‘ the most important beliefs and the effect size of the gender and years of education as the variables on their beliefs about language learning. 1. Introduction Beliefs are "psychologically held understandings, premises, or propositions about the world that are felt to be true" (Richardson, 1996, p.102). More specifically, the term ‗beliefs‘ about language learning are formed based on language learners‘ past experiences, background, their own culture, learning context, and some other personal factors (Bernat & Gvozdenko, 2005). Furthermore, Puchta (1999; pp.68-69) advocates that people understand and comprehend new information meaningfully by depending on their experience and existing knowledge and claimed that beliefs ―are generalizations about cause and effect, and they influence our inner representation of the world around us. They help us to make sense of that world, and they determine how we think and how we act‖. This claim is confirmed with a specific aspect from Horwitz (1987) who states that almost every language learner has different beliefs or notions about learning a second language, in this respect, two foci points emerge: firstly, some of these varying beliefs and notions are the result of students‘ previous experience as learners learn a new language, and secondly, others are the result of their own cultural backgrounds. Recent research on Beliefs about language learning has focused on the interaction between second language learners‘ individual characteristics (affective and cognitive) and learners‘ success in learning a new language. In this respect, language learners differ in metacognitive knowledge and beliefs that have impacts on such domains as academic learning, thinking, problem solving and logic solving (Kardash & Scholes, 1996). Moreover, learners‘ affective characteristics are related to the language learning capability (Schumann, 1998). Language teachers are mostly concerned with affective factors which are the feelings toward target language culture, cognitive factors such as learners‘ language aptitude and how they process information, and finally metacognitive factors such as language learning strategies, study skills and beliefs about language learning (Horwitz, 2008; p.7). Flavell (1979, 1981 cited in Bernat & Gvozdenko, 2005) give importance to personal knowledge which is related to a person‘s metacognitive knowledge while learning a second language; in this context, cognitive and affective factors which have impact on learning are the components of personal knowledge. 1203 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Delving into the learners‘ beliefs is a must as successful learners are able to develop insightful beliefs about language learning process and discover their learning abilities and learning strategies which act as facilitators in learning (Bernat & Lloyd, 2007; p.79). Therefore, research on beliefs about second language acquisition is helpful in order to investigate how languages are learned and how they should be taught (Horwitz, 2008; p14). Research literature on beliefs about language mostly depends on how variables such as gender, background knowledge, age and some other factors affect learners‘ beliefs about language learning and what sort of support should be given to learners to solve their learning problems. In this respect, Vibulphol(2004) attempted to investigate beliefs about language learning of pre-service EFL teachers in Thailand and any relationships between the pre-service teachers‘ beliefs about language learning and their choices of teaching assumptions. The most important results of this study indicate that pre-service EFL teachers in Thailand possessed similar beliefs to those of EFL learners; beliefs about language learning were influenced by learning experience as learners, beliefs relating to the use of English were influenced by practice teaching experience and instructional practices were influenced by beliefs about language learning. Another study comes from Bùyùkyazı (2010; p.169) who investigated the beliefs about language learning of 156 English as a foreign language (EFL) students and 19 EFL teachers working at one of the Turkish universities. It was aimed to find out the beliefs of prep-class students and the difference between students and their teachers in terms of beliefs about language learning. The study concludes that EFL learners have a broad range of conceptions both similar to and different from those reported by their teachers. A study from Bernat and Lloyd (2007; p.79) investigated the relationship between beliefs about language learning and gender. It was found that males and females held similar beliefs about language learning. On the other hand, Siebert (2003) investigated the beliefs of males and females, and reported several significant differences with a respect to language learning and strategies that they employ. Tercanlıoğlu (2005; p.146) also investigated the relation between gender and beliefs of pre-service EFL students studying at one of Turkish universities and reported that there was no significant difference among males and females. Again, Bacon and Finnemann (1992) investigated gender relation with self reported beliefs about foreign language learning and authentic oral and written input and it was concluded that females hold a higher level of motivation and strategy use in language learning; moreover, females are greater users of global strategies in dealing with authentic input and they have a higher level of social interaction with the target language group (cited in Bùyùkyazı, 2010; p.171). To our best knowledge, although there is some research which has investigated beliefs about language learning and other factors such as strategy use, contextual factors, and so on, there is not a certain consensus about the issue. This study is a replication of the former studies at a point however it diverse from others as EFL students‘ experiences in the ELLIT department is included in the study as a variance. The results will be discussed from a general language teacher education policy of Turkey. The main research questions that guide this study are: What beliefs about language learning do Turkish pre-service EFL teachers report? Are there any significant difference with regard to beliefs about language learning between males and females? and are there any significant differences among participants with regard to years of experience in the ELT department? 2. Methodology 2.1. Instrument Depending on the samples of EFL version of beliefs about language learning inventory (BALLI) used in former studies for EFL context, it was modified for Turkish EFL students. The BALLI includes 34 items that investigate language learners‘ beliefs and 5 domains such as language aptitude, language learning difficulties, nature of learning a language, strategies and motivation and expectations (Horwitz, 1987). The items in BALLI were not translated into Turkish and they were given to students in English as it was assumed that the inventory is clear enough for the participants and it is written in simple language. Moreover, Horwitz (2008) suggests that ―if you are teaching a different language, you can change English to any language, or you could replace it with the phrase, ‗the language I am trying to learn‘...‖ (p.232). Therefore, Cronbach alpha was not calculated for this study. The BALLI includes 34 items with 5-point likert-type scale. Participants indicated their opinions from strongly agree to strongly disagree with the statements. 1204 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2.2. Participants Four groups of participants of this study were selected through convenience sampling method from one of the Turkish universities. Each group of participants is consisted of undergraduate level students studying in different years of the Department of English Language and Literature (ELLIT). The department is a four-year program in which students are trained to gain English teacher qualifications and also in the subjects such as British and American literatures. Both female and male participants‘ ages range from 18 to 22. 2.3. Data Analysis The data obtained from the survey was statistically analyzed with the SPSS software. The results were illustrated with tables and figures at the result part. Descriptive analysis also includes demographic information about the participants, and correlation analysis includes the relations among the variables such as gender, the years of experience in the ELT department and responses to the items. 3. Results Descriptive results related to the demographic information about the participants are presented on the table 3.1., 3.2., and 3.3. Table 3.1. The distributions of the male and female pre-service teachers according to the years of education in the ELLIT department. Gender female male Total 1st year 26 9 35 Years of Education 2nd year 3rd year 18 24 6 5 24 29 Total 4th year 21 6 27 89 26 115 In this paper, one of the research questions is related to the effects of gender differences on the participants‘ beliefs in view of the fact that there is little consensus about the gender as a contributing variable to the beliefs about language learning. Only 26 out of 115 students are males. Although, in her study, Tercanlıoğlu (2005) supposed that gender would have some impact on Turkish pre-service teachers‘ beliefs about language learning, the researcher reported that females and males do not differ significantly in their beliefs about language learning. However, there are some other studies that concluded that male and females had different level of beliefs about language learning in different areas (Bacon & Finnemann, 1992; Siebert, 2003). Table 3.2. Females‘ and Males‘ previous teaching experiences No, I have never taught before Gender Total female 29 male 6 35 Teaching Experience Yes, I have Yes, I have Yes, I have taught both as been an taught in a an individual individual tutor center tutor and in a tutor tutor center 36 7 14 15 51 3 10 2 16 Others Total 3 89 0 3 26 115 Table 3.2. indicates the pre-service teachers‘ teaching experiences in any field which are thought to be potentially effective in forming their beliefs about language learning before being inservice teachers. About 23% of the males have reported that they had not had any teaching experience 1205 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo whereas nearly 33% of the females have no experience in teaching any subject. As these figures are similar, the teaching experience of the participants was not included in this study. Table 3.3. Participants‘ responses to the ―foreign language aptitude‖ items FOREIGN LANGUAGE APTITUDE item1. It is easier for children than adults to learn a foreign language. item 2. Some people have a special ability for learning foreign languages such as English. item 3. Turkish people are good at learning foreign languages. item 4. It is easier for someone who already speaks a foreign language to learn another one. item 5. People who are good at mathematics or science are not good at learning foreign languages. item 6.I have a special ability for learning foreign languages. item 7. Women are better than men at learning foreign languages. item 8. People who speak more than one language are intelligent. item 9. Everyone can learn to speak a foreign language. disagree 2,6 6,9 neutral 1,7 5,2 agree 95,7 87,8 26,0 6,0 53,9 9,6 19,1 84,4 53,0 20,0 27,0 5,2 27,8 25,2 20.9 18,3 19,1 28,7 20,9 76,5 53,0 46,0 58,3 The table 3.3. includes the first group of items questioning participants‘ aptitude toward foreign language learning. Turkish EFL pre-service students who have reported in this inventory believe that age has a determining factor for the ease of learning a foreign language [(item 1) (95,7%)]; moreover, they believe that some has special ability in learning a foreign language (87,8%) and knowing already a foreign language may contribute to learning another foreign language [(item4)(84,4%)]. Table 3.4. Participants‘ responses to the ―difficulty of language learning‖ items Difficulty of language learning item 10. Some languages are easier to learn than others. disagree ,9 neutral 8,7 agree 90,5 item 11. I believe that I will learn to speak English well. 1,8 6,1 92,2 item 12. In learning English, it is easier to speak than to understand what people say. item 13. In learning English, reading and writing are easier than speaking and listening. 26,1 24,3 49,6 13,9 15,7 70,05 Table 3.4.1. Learners‘ rating the ―Difficulty of language learning‖ I think English is.. A very difficult language A difficult language A language of medium difficulty An easy language A very easy language Total If someone spent one hour learning English everyday, how long would it take him or her to speak English well Less than a year 1-2 years 3-5 years Frequency Percent 2 14 59 33 7 115 1,7 12,2 51,3 28,7 6,1 100,0 Frequency Percent 30 46 19 26,1 40,0 16,5 1206 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 5-10 years You can‘t learn a language in 1 hour a day Total 7 13 115 6,1 11,3 100,0 Table 3.4 shows that nearly all Turkish EFL pre-service teachers believe that learning difficulties depend on the type of the languages as some are easily learned [(item10)(90,5 %)]. They also believe that they will speak target language fluently in the future [(item11)(92,2%)]. It is interesting to note that item 12 is outscored as disagree and neutral than the other items. This may be an outcome of the curriculum of the primary and secondary level educational institutions in Turkey; what is more, students are selected to study EFL in Turkey through a state exam which includes only reading comprehension, grammar and sentence completion questions but not includes performance assessment questions. Therefore, students neglect speaking and writing skills till they are accepted to study at ELT departments in Turkey. Table 3.4.1. shows further information about the pre-service teachers beliefs about difficulty of learning a foreign language. Nearly half of the participants indicates that English is a moderate level difficult language to learn (51,3 %); that is, it is neither a very difficult language (1,7%) nor a very easy language (6,1 %). Moreover, the table puts forward the idea that EFL learners need at least one or two years (with a one hour study per day) to speak fluently (40%). They also reported that it is impossible to speak English fluently by studying one hour in a day (11,3 %). Table 3.5. Participants‘ responses to the ―nature of language learning‖ items Nature of language learning item 14. It is necessary to know the customs, the cultures, and the ways of life of English-speaking people (such as the British, Americans, or Australians) in order to speak English correctly and appropriately in a particular context. disagree 7 neutral 10,4 agree 82,6 item 15. It is best to learn English in an English-speaking country such as England, the United States, or Australia. 2,6 1,7 95,6 item 16. Learning vocabulary words is an important part of learning English. 1,7 5,2 93,0 item 17. Learning the grammar is an important part of learning English. 13,3 9,6 85,2 item 18. Learning how to translate from Turkish is an important part of learning English. 7,8 19,1 73,0 item 19. Learning English is different from learning other academic subjects. 7,0 27,0 66,0 Table 3.5. shows that participants moderately believe that learning English is different than learning other types of materials, and in this respect it contrast with attention theories that view second language learning as very similar to learning other types of subjects (Horwitz, 2008; p.29). Almost all participants support the idea that learning a new language naturally, that is learning targeted language in the second language context, will be more helpful [(item15)(95,6%)]. They also give importance to learning vocabulary [(item16)(93 %)] and grammar (85,2 %) respectively in learning English language(item17). 1207 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Table 3.6. Participants‘ responses to the ―learning and communication strategies‖ items Learning and communication strategies disagree neutral item 20. It is important to speak English with a correct pronunciation. 1,7 7,8 agree 90,4 item 21. We shouldn‘t say anything in English until we can say it correctly. 59,1 16,5 24,3 item 22. I enjoy practicing English with the foreigners I meet. 5,2 7,8 87,0 item 23. It‘s O.K. to guess if we don‘t know a word in English. 9,6 27,8 62,6 item 24. In learning English, it is important to practice a lot. 4,3 0,9 94,8 item 25. I feel timid speaking English with other people. 33,9 21,7 44,3 item 26. If beginning students are permitted to make errors in English, it will be difficult for them to speak correctly later on. 33,0 21,7 45,2 item 27. In learning English, it is important to practice with cassettes or tapes. 2,6 9,6 87,8 The above table indicates that grammatical accuracy in speech may be neglected [(item21)(59,1%)] as practicing is considered to be the important factor in learning English [(item24) (94,8 %)]. Furthermore, they mostly agree with the importance of correct pronunciation in speech [(item20) (90,4 %)]. Using audio visual materials such as tapes and cassettes as practicing materials are very helpful in learning English. Turkish learners of English report that they feel moderately shy and hesitant while speaking in target language [(item25)(44,3 %)]. Nearly half of the pre-service teachers of English is strict on error correction and they believe that errors may interfere with mastering new language materials and they should be corrected [(item26)(45,2 %)]. Table 3.7. ANOVA for the effect of Gender on preservice teachers‘ language learning beliefs Sum of Mean Squares df Square F Sig. Foreign language aptitude Between ,227 1 ,227 1,188 ,278 Groups Within Groups 21,563 113 ,191 Total 21,790 114 Learning and communication strategy The nature of language learning The difficulty of language learning Motivasyon and expectation Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total Between Groups Within Groups Total ,428 1 16,047 113 ,428 3,012 ,085 ,142 16,475 114 ,201 1 ,201 26,387 113 ,234 ,861 ,355 26,588 114 ,038 1 ,038 32,253 113 32,291 114 ,285 ,220 1 24,675 113 ,133 ,716 ,220 1,010 ,317 ,218 24,895 114 1208 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo p> ,05 Table 3.7. shows that the pre-service teachers‘ beliefs about language learning in any area of beliefs do not differ in terms of gender; put it different words, male and females have reported similar opinions; there is no significant difference between males and females in terms of foreign language aptitude, learning and communication strategy, the nature of language learning, the difficulty of language learning and motivation and expectation levels. Although some of the former studies have reported that males and females had different beliefs (Bacon and Finnemann, 1992; Siebert, 2003, Öz, 2007); this present study concludes that there is no significant difference between males and females in terms of beliefs (Tercanlıoğlu, 2005; Bernat &Lloyd, 2007). Table 3.8. ANOVA for the effect of years of education on preservice teachers‘ language learning beliefs Sum of df Mean Square F Sig. Squares Foreign Between Groups ,135 3 ,045 ,230 ,875 language Within Groups 21,655 111 ,195 aptitude Total 21,790 114 Learning Between Groups ,695 3 ,232 1,629 ,187 and Within Groups 15,780 111 ,142 communicat 16,475 114 ion strategy Total The nature Between Groups 1,238 3 ,413 1,806 ,150 of language Within Groups 25,351 111 ,228 learning Total 26,588 114 The difficulty of language learning Motivasyon and expectation Between Groups Within Groups Total Between Groups Within Groups Total 1,014 3 ,338 31,277 111 ,282 32,291 114 ,767 3 ,256 24,128 111 ,217 24,895 114 1,199 ,313 1,176 ,322 p> ,05 Table 3.8. shows that first, second, third and fourth year students do not vary in their beliefs about language learning. There is no significant difference among students from each class. Therefore, experience in the ELLIT department may have no effect on their beliefs about language learning. In this context, curriculum of the department may have no or little effect on forming beliefs. 4. Discussion and Conclusion The results of this study which give insight into the learners‘ beliefs about language learning have produced some interesting findings that confirm the result of some of the former studies that reported beliefs were not gender related (Tercanlıoğlu, 2005; Bernat &Lloyd, 2007) and while they rejected of some others that reported beliefs change based on gender (Bacon and Finnemann, 1992; Siebert, 2003, Öz, 2007). This paper has addressed the aims of identifying several studies on learner beliefs in the EFL and ESL contexts and discussing them based on the recent literature. Analyses of learner beliefs are worthy of note for the light they shed on learners‘ thinking, expectations, and actions in the foreign language learning context. Furthermore, the beliefs held by participants in the studies in EFL/ESL contexts have been assessed in terms of gender as a variable, and while they were found to be similar in all categories they were found to be different in some others. Hence, the null hypothesis that ‗the beliefs held by male and female students in the ELT departments in Turkish universities are different‘ was rejected. There were a small number of items with a discrepancy rate on agreement; two items in the area of ―learning and communication strategy‖ (Items 25 and 26), only one item in the area of ―difficulty of language learning‖ (item12), two items in the area of ―foreign language aptitude‖ (items 1209 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 7 and 8) and none of the participants showed nearly no incongruity in the area of ―nature of language learning‖. Consequently, this study showed that there is no significant difference between males‘ beliefs and females beliefs about language learning in the context of EFL pre-service teachers. Moreover, it was concluded that students in different years of education in ELLIT department have nearly similar beliefs. It can be said that the curriculum implemented in the English language teacher programs in Turkey might have no effect on the pre-service teachers‘ of English as it was found that there was no gap in terms of beliefs among students from each year. Of course, there may be varying degrees of the impact of the curriculum of the teaching programs and syllabus of the courses and students and their teachers‘ needs on forming the beliefs about language learning or cultural norms may be effective on the beliefs-gender relations, so these are the limitations of the results of this study. Replication of this study with a wider population may help to generalize the results of this study. Moreover; for analyzing the pre-service teachers‘ beliefs about language learning in details is a very complex phenomenon, further studies may also focus on the internal and external factors by applying triangulated research designs. References Akçakaya, N. (2009). The Organization Of 8th Grade Learners‘ Beliefs Related To Learning English As A Foreign Language. Unpublished MA thesis, Social Sciences Institute, Gaziantep University, Gaziantep. AktaĢ, A. (2001). Beliefs on the Nature of Language Learning: A Comparative Study of Turkish EFL Learners‘ and Their Teachers‘ Beliefs at University Level. Master‘s of Art Thesis, EskiĢehir Anadolu University, EskiĢehir. Bacon, S. M. C.; Finnemann, M. D. (1992), Sex Differences in Self-reported Beliefs about Language Learning and Authentic Oral and Written Input, Language Learning, 42(4), pp. 471-495. Bernat, E., and Gvozdenko, I. (2005, June). Beliefs about language learning: Current knowledge, pedagogical implications and new research directions, TESL-EJ, 9(1), A1. Retrieved 29th September, 2005. http://tesl-ej.org/ej33/a1.html Bernat, E., & Lloyd, R. (2007). Exploring the gender effect on EFL learners‘ beliefs about language learning. Australian Journal of Educational & Developmental Psychology, 7, pp 79-91. Bùyùkyazı, M. (2010). The Beliefs of University Foreign Language Students and Their Teachers about Language Learning. Celal Bayar Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8 (1), 169-182. Horwitz, E.K. (1987). Surveying student beliefs about language teaming. In A.L.Wenden & J. Robin (Eds.), Learner strategies in language learning (pp. 119-132). London: Prentice Hall. Horwitz, E. K. (1988), The Beliefs about Language Learning of Beginning University Foreign Language Students, The Modern Language Journal, 72(3), pp. 283-294. Horwitz, E.K. (1999). Cultural and situational influences on foreign language learners' beliefs about language learning: a review of BALLI studies. System, 27. 557-576. Horwitz, E.K. (2008). Becoming a Language Teacher: A Practical Guide to Second Language Learning and Teaching. Boston: Pearson Education, Inc. Kardash, D. A., & Scholes, R. J. (1996). Effects of pre-existing beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational, Psychology, 88(2), 260-271 1210 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Öz, H. (2007). Understanding metacognitive knowledge of Turkish EFL students in secondary education. Novitas-ROYAL, Vol (1)2, p.53-82. Puchta, H. (1999). Beyond materials, techniques and linguistic analyses: The role of motivation, beliefs and identity. Plenary session at the LATEFL: 33rd International Annual Conference, Edinburgh, 64-72. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery & E. Guyton (Eds.), Handbook of research on teacher education. New York: Macmillan. Riley, P. A. (2006). The Beliefs of First Year Japanese University Students Towards the Learning of English. Doctoral Dissertation, The University of Southern Queensland, Australia. Schumann, J. H. (1998). The Neurobiology of Affect in Language. MA: Blackwell Publishers Ltd. Siebert, L. L. (2003), Student and Teacher Beliefs about Language Learning, The ORTESOL Journal, 21, pp. 7-39. Tercanlıoğlu, L. (2005), Pre-service EFL Teachers‘ Beliefs about Foreign Language Learning and How They Relate to Gender, Electronic Journal of Research in Educational Psychology, 5-3(1), pp. 145162. Retrieved on 9th March, 2009 from http://www.investigacionpsicopedagogica.org/revista/articulos/5/english/Art_5_58.pdf Vibulphol, J. (2004). Beliefs about language learning and teaching approaches of Pre-servıce EFL teachers in Thailand. Doctoral Dissertation, Oklahoma State University Wang, N. (2005). Beliefs About Language Learning and Foreign Language Anxiety: A Study of University Students Learning English As a Foreign Language in Mainland China. Doctoral Dissertation, Northwest University. 1211 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 668 Title A name given to the resource Undergraduate Level EFL Student‘s Beliefs About Language Learning Author Author HAN, Turgay EFE, Hüseyin BARIN, Muzaffer Abstract A summary of the resource. By providing quantitative data from the modified EFL version of Beliefs about Language Learning Inventory (BALLI) completed by the ELT undergraduate level students in one of the Turkish Universities, the survey was aimed to obtain generalizable conclusions about beliefs or notions about language learning of undergraduate level EFL students. The relationships among gender and years of education in the ELT department, as the impacting factors, and the participants‘ scores in the BALLI were statistically analyzed. The results were discussed in terms of the EFL students‘ the most important beliefs and the effect size of the gender and years of education as the variables on their beliefs about language learning. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/2eb055604eb35ffc7c74189c0799970a.pdf cd0570de136511423bdc4343c9030bbb PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo OYUN VE BULMACA ETKĠNLĠKLERĠYLE YABANCILARA TÜRKÇE KELĠME ÖĞRETĠM YÖNTEMĠ Ahmet Gürdal International Burch University, Eğitim Fakùltesi, Tùrk Dili ve Edebiyatı Öğretmenliği Bôlùmù, Saraybosna, Bosna-Hersek ahmedim64@gmail.com Mustafa Arslan International Burch University, Eğitim Fakùltesi, Tùrk Dili ve Edebiyatı Öğretmenliği Bôlùmù, Saraybosna, Bosna-Hersek marslan@ibu.edu.ba Özet: Makalenin amacı oyun ve bulmaca etkinlikleriyle yabancılara Tùrkçe kelime ôğretim yôntemlerini açıklamaktır. Yabancı dillerin kelime ôğretiminde ôğrenci motivasyonun sağlanması için oyun ve benzeri etkinliklere sıkça yer verilmektedir. Yabancıların hızlı ve kalıcı bir Ģekilde Tùrkçe kelimeleri ôğrenmelerini sağlamak amacıyla ilgili çalıĢmalar incelenmiĢ, oyun ve bulmaca yôntemi ùzerine dikkatler çekilmiĢtir. Yabancılara Tùrkçe ôğretenler ôzellikle kelime ôğretiminde bu çalıĢmada açıklanan etkinlikleri test ederek konuyla ilgili tecrùbelerini geliĢtirebilirler. Anahtar Kelimeler: Bulmaca ve Oyun Yôntemi, Kelime Öğretimi, Yabancılara Tùrkçe Öğretimi GiriĢ Kelime ôğretimi, yabancı dil ôğretiminin ônemli unsurlarından biridir. Yabancı dil ôğretiminde kelime ôğretim teknikleri ùzerine birçok çalıĢma yapılmıĢtır. Bu çalıĢmaların en ônemli amacı, ‗ikinci dil edinenlere en hızlı ve kalıcı bir Ģekilde kelimeler nasıl ôğretilebilir?‘ sorusuna yanıt bulmaktır. Bireyin kendini ifade edip iletiĢim kurabilmesi için yeterli kelime dağarcığına sahip olması gerekmektedir (Özbay ve Melanlıoğlu, 2008). Yabancı dil ôğrenenler, ne kadar çok kelime bilirlerse, o kadar ôğrendikleri dilde iletiĢime geçebilirler. Kelimelerin yabancı dil ôğrenenlere farklı yôntemlerle ôğretilip, kelimeleri kavramaları sağlanmalıdır. Dil ôğretiminde oyunlar ve bulmacalar derse ve iletiĢime çeĢitlilik katarken dersi daha ilginç ve eğlenceli hale getirir (Kaya ve Yapıcı, 2007). Bu tùr aktiviteler farklı zekâ tùrlerine sahip kiĢilerin derse olan ilgisini artırdığı gibi kalıcı ôğrenmeyi de sağlamaktadır. Bu çalıĢmada oyun ve bulmaca etkinlikleriyle yabancılara Tùrkçe kelime ôğretim yôntemleri ùzerinde durulmuĢ, ilgili kaynaklar incelenerek bu bağlamda konu açıklanmaya çalıĢılmıĢtır. 1. Oyunla Kelime Öğretimi ―Sôzcùklerin ôğretilmesi için uzun bir sùreç gerekir. Ġlk duyulduğunda kısa sùreli belleğe alınan sôzcùkler, uzun sùreli belleğe aktarılmazlarsa çabuk unutulurlar‖ (Çetinkaya, 2005). Öğretilmesi hedeflenen kelimeler ne kadar farklı etkinliklerle ôğrencilere kavratılırsa ôğrenme de o kadar kalıcı olacaktır. Yabancı dil ôğretiminde oyunlarla her yaĢ grubundaki bireylere kelime ôğretilebilir ancak farklı yaĢ grupları için farklı yôntemler kullanılmalıdır. Genel olarak bu oyunlar telaffuz ve sôzcùk bilgisini daha iyi pekiĢtirmek için sınıf içinde uygulanan etkinliklerdir (Demirel, 2008). Uzun bir sùrede ôğretilebilecek bir kelimeyi oyunla daha kısa bir zamanda ve meraklandırarak ôğretmek mùmkùndùr. Oyun etkinlikleriyle yabancı dil ôğrenenler kelimeleri farkında olmadan edinirler. 36 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1.1 Yabancılara Türkçe Kelime Öğretiminde Kullanılan Oyunlar Yabancılara Tùrkçe kelime ôğretiminde oyunlar etkin olarak kullanılmalıdır. Kelimelerin daha hızlı ôğretilmesi ve kalıcı belleğe aktarılması amacıyla sınıf içinde uygulanabilecek oyun tùrleri Ģunlardır: 1.1.1 Adam Asmaca Bu kelime oyunu grup halinde oynanabildiği gibi iki ôğrenci arasında da oynanabilmektedir. Grup halinde oynanması durumunda ôğretmen sınıftaki ôğrenci sayısına gôre sınıfı gruplara bôlmelidir. Adam asmaca oyunu için bulunması hedeflenen kelimenin harfleri adedince tahtaya kutucuklar çizilmelidir. Kutucukların içine ônceden bazı ipucu harfler yazılmalıdır. Öğrenciler kutucukta yazılan kelimeyi bulmak için sırasıyla harf sôylemelidirler. YanlıĢ sôyledikleri her harf için asılacak adamın bir parçası çizilir (Bk. Resim 1.1). Öğrenciler çôp adamı astırmadan doğru kelimeleri sôyleyerek hedef kelimeyi tahmin etmelidirler. Bu oyun ôğrencilerin Tùrkçedeki sesleri ve sembolleri daha iyi tanımalarını ve kelime bilgilerini geliĢtirmelerini sağlar (Dumanlı, 2007). Örnek: K T K Resim 1.1 Adam asmaca oyununun çizgi hâli. 1.1.2 Bilen Oturur Bu oyun eĢanlamlı ve zıt anlamlı kelimelerin kavratılmasında etkin olarak kullanılmalıdır. Öğretmen, eĢ anlamlı veya zıt anlamlı kelimeleri tahtaya yazmalıdır. Sınıftaki bùtùn ôğrencileri ayağa kaldırmalı ve tahtadaki eĢ anlamlı veya zıt anlamlı kelimelerin zıddını veya eĢanlamlısını sırayla ôğrencilere sormalıdır. Doğru yanıtı veren ayaktaki ôğrenci yerine oturur. Tahtadaki bùtùn kelimelerin eĢ ve zıt anlamlıları bulunana kadar etkinlik devam eder (TaĢdemir, vd. 2003a). Örnek: EĢanlamlılar Siyah Beyaz Bùyùk Anı Çabuk Zıt Anlamlılar Sıcak Uzun Kùçùk Sert YanlıĢ 1.1.3 Son Harften Kelime Türetme Son Harften Yeni Kelime Türetme Oyunu için iki ôğrenci tahtaya kaldırılmalıdır. Ġlk ôğrencinin sôyleyeceği kelimenin son harfiyle ikinci ôğrenci ônceden belirlenen bir sùre içinde yeni bir kelime tùretmeye çalıĢmalıdır. Aynı kelime iki defa sôylenmemelidir. Her yeni kelime için ikinci ôğrencinin hanesine puan yazılır. Bu uygulama ile ôğrenciler kelimelerin sôyleniĢlerini tekrar ederek pekiĢtirirler. Örnek: Ali Kalem Ayak ġehir Az Nilüfer Masa KardeĢ Rùya Zil 37 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1.1.4 Kelime Türetme Oyunun amacı karıĢık olarak verilen harflerden en uzun kelimeyi tùretmektir. Öğretmen tahtaya karıĢık olarak harfler yazılmalı ve sınıfı iki gruba ayırmalıdır. Belirlenen sùrede verilen harflerden en uzun ve doğru kelimeyi tùreten grup tùretilen kelimedeki harf adetince puan kazanır. Gruplar en uzun kelimeyi bulmak için isterlerse bir joker harf de kullanabilirler. Öğrencilerin bu etkinlikle Tùrkçe sesleri, yazılıĢlarını ve kelimeleri daha iyi tanımaları sağlanmıĢ olur (Yalın, 2005). Örnek: K-A-M-S-T-R-C-E ?(Joker) A grubu B grubu H -A-S-R-E-T R-E-S-Ġ-M H harfi joker Ġ harfi joker 1.1.5 EĢini Bul EĢini bul oyunu için iki takım resimli ve isimlerin yazılmıĢ olduğu kùçùk kartlardan faydalanılmalıdır (Bk. Resim 1.2). Bu resimler karıĢtırılarak iki ôğrenciye eĢit olarak paylaĢtırılmalıdır. Oyuna baĢlayan ôğrencinin ortaya koyduğu kart diğer ôğrencide varsa yerdeki kartı alır. En çok kart toplayan ôğrenci baĢarılı olur. Gôrsel içerikli kartlar yardımıyla ôğrencilerin dikkatleri kelimelere çekilir ve bu kelimeler pekiĢtirilir (MEGEP, 2007a). Resim 1.2 EĢini bul oyununun resimli kartları. 1.1.6 Meslek Bulma Öğretmen daha ônce ôğretmiĢ olduğu meslek isimlerinin yazılı olduğu kâğıtları ôğrencilere dağıtmalıdır. Öğrenciler bu kâğıtları ellerinde tutmalıdırlar. Öğretmen, ôğrencilere dağıttığı kâğıtlardaki meslekleri iki ôğrenciye buldurmak için ipucu cùmleler sôylemelidir. Öğretmenin verdiği ipucu cùmlelerle dağıtılan kâğıttaki kelimeyi bulan ôğrenci diğer mesleği de bulma hakkını elde eder. En çok mesleği bulan ôğrenci etkinliği baĢarmıĢ sayılır. Öğrencilerin iĢittiklerini anlama ve muhakeme becerilerini geliĢtirmek bakımından bu etkinliklere sıkça yer verilmelidir (Gùrbùz, 2004). Örnek: Doktor Hastanede çalıĢır. Hastaları tedavi eder. Beyaz ônlùk giyer. 38 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Türkçe Öğretmeni Okulda çalıĢır. Ders anlatır. Tùrkçe ôğretir. 1.1.7 Hadi Anlat Bakalım Öğrencilerin konuĢma becerisini geliĢtirmek için ôğretmen bu etkinliği zaman zaman uygulamalıdır. Öğretmen, sınıfı A ve B olmak ùzere iki gruba bôlmelidir. Gruptan bazı ôğrenciler sôzcù olarak belirlenmelidir. Öğretmen, anlatılacak kelimeyi sessizce sôzcùnùn kulağına sôylemeli ve sôzcùğù anlatması için bir dakika sùre vermelidir. Verilen sùrede sôzcù mimikleriyle ve beden dili yardımıyla kelimeyi anlatmaya çalıĢmalıdır. Verilen sùrede ilk grup kelimeyi bilemezse ikinci gruba sôz hakkı verilir. En çok puanı alan grup ôğretmen tarafından değiĢik Ģekillerde ôdùllendirilebilir (Demir, 2009). 1.1.8 Nazlı‘nın Kedisi Nazlı‘nın Kedisi Oyunu‘nda ôğretmen ôncelikle ôrnek bir cùmle yazmalı ve Nazlı‘nın kedisine ait bir ôzelliği vurgulamalıdır. Sôylediği ôzelliğin baĢ harfiyle baĢlayan yeni ôzellikler ôğrenciler tarafından sôylenmelidir. En çok yeni ôzelliği bulan ôğrenci etkinliği baĢarıyla tamamlar. Oyun gruplar hâlinde de uygulanabilir. Sıfatların kavratılması açısından bu etkinlik ôğrencilerin ilgisini çekecektir (Ġzgôren, 1999a). Örnek: Öğretmen: Nazlı‘nın kedisi çok zekidir. Öğrenci: Nazlı‘nın kedisi çok zariftir. Öğrenci: Nazlı‘nın kedisi çok zayıftır. 1.1.9 BaĢ Harfleri BirleĢtir Öğretmen, bir kelime sôylemeli ve ôğrenciler bu kelimenin harflerini kullanarak yeni sôzcùkler tùretmelidir. Bu kelimeleri kullanarak tùretilen yeni kelimeler yukarıdan aĢağıya sıralandığında baĢ harfleri ôğretmenin verdiği ilk kelimenin harf sırasına uygun olmalıdır. Bu etkinlik daha çok gruplar oluĢturularak yapılmalıdır. Öğrenciler bu aktivitelerle karĢılıklı olarak yeni kelimeleri ve telaffuzlarını ôğrenerek kelime haznelerini geliĢtirirler (Ġzgôren, 1999b). Örnek: PENCERE Pazar Ev Nar Ceviz Erik Resim El 1.1.10 Kelimelerle Beyin Fırtınası Öğrencilere verilen bir kelimeyi çağrıĢtıran yakın kelimeleri sôylemeleri esasına dayanan bir etkinliktir. Verilen kelimeyi anımsatan en çok sôzcùğù sôyleyen ôğrenci bu etkinliği baĢarıyla tamamlamıĢ olur (Bk. Resim 1.3). Bir bağlam çerçevesinde ôğrencilerin kelime bilgileri geliĢtirilir (TaĢdemir, vd. 2003b). 39 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Resim 1.3 Beyin fırtınası oyunuyla ilgili Ģekil. 1.1.11 Nesi Var? Sınıftan ôğretmenin belirlediği bir ôğrenci sınıf dıĢına çıkarılmalıdır. Sınıftaki bùtùn ôğrenciler bir kelime ùzerinde anlaĢmalı sonra dıĢarı gônderilen ôğrenci sınıfa davet edilmelidir. Seçilen ôğrenci, sınıf tarafından belirlenen kelimeyi bulmak için ‗Nesi var?‘ Ģeklinde sınıfa sorular yôneltmelidir. Seçilen ôğrenci gizlenen kelimeyi soru-cevap yôntemiyle tahmin etmeye çalıĢmalıdır. Bu etkinlikte soru–cevap metodunun kullanılmasıyla ôğrencilerin konuĢma ve kelimeleri kullanma becerileri geliĢtirilir (MEGEP, 2007b). Örnek: Sınıftaki ôğrenciler, kapı kelimesi ùzerinde anlaĢmıĢlardır. Seçilen ôğrenci sınıftaki ôğrencilere ‗Nesi var?‘ Ģeklinde sorular yôneltir. Öğrenciler: — Kolu var. — Nesi var? — Açılıp kapanır. — Nesi var? — Anahtarı var. 1.1.12 Kulaktan Kulağa Öğretmen, sıradaki ôğrencinin kulağına bir kelime fısıldamalı ve kelimeyi duyan ôğrenci hızla yanındaki diğer ôğrencinin kulağına hedef kelimeyi doğru olarak telaffuz etmelidir. Öğretmen, en son ôğrenciye gelindiğinde kulaktan kulağa sôylenen kelimenin doğruluğunu kontrol eder. Bu etkinlikle ôğrencilerin dinleme ve telaffuz becerileri geliĢtirilir (MEB Özel Tevfik Fikret Okulları, 2010). 1.1.13 Zıddını Söyle Sınıftaki A grubuna ônceden belirlenen sıfatlar yazılarak dağıtılmalıdır. Sınıftaki B grubuna ise A grubuna dağıtılan sıfatların tam zıtları yazılarak dağıtılmalıdır. Öğretmen A grubundaki bir ôğrenciye sôz vererek elindeki sıfatlardan birini sôylemesini ister. A grubundaki ôğrencinin sôylemiĢ olduğu kelimenin tam zıddı olan B grubundaki ôğrenci el kaldırarak kendini belli eder. Yeni sıfatı sôyleme hakkı B grubundaki ôğrenciye geçmiĢ olur. Bu tùr etkinlikler ôğrencilerin telaffuzlarını geliĢtirir ve dildeki gramer yapılarını tanımalarını sağlar (Altun, 2010). Örnek: A Grubu Acele YavaĢ Acı Ön B Grubu Cahil Korkak Dolu Batı 40 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1.1.14 Evet-Hayır Öğretmen, ôğrencilerin ônceden ôğrendikleri kelimelerden yazarak bir kutuya koymalı ve seçtiği ôğrenciden bu sôzcùklerden birini çekmesini istemelidir. Öğrencinin çektiği kelimeyi sınıftaki diğer ôğrenciler, sorular yardımıyla tahmin etmeye çalıĢmalıdırlar. Seçilen ôğrenci Evet veya Hayır Ģeklinde cevaplar verir. Doğru kelimeyi bulan ôğrenci kutudan yeni sôzcùk çekme hakkını kazanır. Bu etkinlikle ôğrencilerin soru-cevap metoduyla Tùrkçe konuĢma becerileri geliĢtirilmiĢ olur (TaĢdemir, vd. 2003c). Örnek: Tahtaya kalkan ôğrenci elma kelimesini masadaki kutudan çekmiĢ olsun. — Bu kitap mı? — Hayır. — Bu muz mu? — Hayır. — Bu gôz mù? — Hayır. — Bu elma mı? — Evet. 1.1.15 Bingo Yeni ôğretilecek veya tekrar edilmek istenen 15-20 kelime ôğretmen tarafından tahtaya yazılmalıdır. Öğretmen, ôğrencilerden tahtada yazılı olan kelimelerden beĢ tanesini seçip defterlerine yazmasını istemelidir (Bk. Resim 1.4). Öğretmen, tahtadaki kelimelerden rastgele birini sôyler ve ôğretmenin sôylediği kelime, defterinde yazılı olan ôğrenci Bingo Ģeklinde seslenir ve defterindeki o kelimenin ùstùnù çizer. Defterindeki bùtùn kelimeleri bingo yapan ôğrenci etkinliği birincilikle tamamlamıĢ olur. Bingo oyunu ôğrencilerin telaffuzlarını geliĢtirir, dil ôğretiminin renklenmesi ve ôğrencilerin motive olması bakımından ônemli bir etkinliktir (MEB Talim ve Terbiye Kurulu BaĢkanlığı, 2006). Resim 1.4 Bingo oyununda tahtaya yazılan kelimeleri gôsteren Ģekil. Öğrencinin defterine yazdığı kelimeler: Patlıcan Elma Portakal Salatalık ViĢne 1.1.16 Tombala Tombala oyunu ôğrencinin gôrsel ve iĢitsel belleğini geliĢtirici bir etkinliktir. Öğretmen birçok sôzcùğùn resminden oluĢan bir kart oluĢturmalıdır (Bk. Resim 1.5). Bu kartı çoğaltarak bùtùn sınıfa dağıtmalıdır. Bu kartta bulunan resimlerin kelimelerini kùçùk kâğıtlara yazarak bir kutu veya torbaya koymalıdır. Öğretmenin kutu veya torbadan rastgele çektiği kelimenin resmi bulunan ôğrenciler, o resmin ùzerini kùçùk bir kâğıtla kapatmalıdırlar. Bu Ģekilde karttaki bùtùn resimleri ilk kapatan ôğrenci birinci olur (KKTC Milli Eğitim ve Kùltùr Bakanlığı Talim ve Terbiye Dairesi Mùdùrlùğù, 2009). 41 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Resim 1.5 Tombala oyununun kartı. 1.1.17 Ġsimlere Sıfat Bulma Öğrencilerin Tùrkçedeki sôz varlığını tanımaları bakımından bu etkinlik ônemlidir. Sınıf dôrt gruba ayrılmalı ve grupların baĢına bir baĢkan seçilmelidir. BaĢkan grupta oyunun yôneticisi olarak bir isim sôylemeli ve arkadaĢlarından bu isme sıfat bulmalarını istemelidir. Sırası gelen ôğrenci doğru sôylenen isme doğru bir sıfat sôylerse ônceden belirlenen puanı kazanır. Grupta en çok puanı alan ôğrenci, o grubun birincisi olur (Ġzgôren, 1999c). Örnek: Ayakkabı- eski, yeni, gùzel, kirli Hava- soğuk, sıcak, kapalı, açık Elbise- temiz, renkli, siyah, eski 1.1.18 Alfabe Çorbası Sınıf dôrt gruba bôlùnmeli ve her grubun bir sôzcùsù seçilmelidir. Öğretmen bir harf sôylemeli ve 20 saniye sùre tutarak bu zaman içinde sôylenen harfle baĢlayan kelimeler tùretilmesini istemelidir. En çok kelimeyi tùreten grup, tùrettiği kelime adetince belirlenen puanı kazanır. Bu etkinlikle ôğrenciler Tùrkçedeki sesleri ve kelimeleri daha iyi tanırlar. Örnek: K Kalem Kedi Kurt Kulak Kibrit 1.1.19 Bak ve Yaz Bu etkinlik ôğrencilerin doğru yazma becerilerini geliĢtirir. Öğretmen, ôğrencilerden projeksiyon vasıtasıyla yansıtılan resimlerin isimlerini defterlerine yazmasını istemelidir. Gôsterilen resimdeki kelimelerin isimlerini doğru yazan ôğrenciler ôğretmen tarafından ôdùllendirerek motive edilirler. 2. Bulmacayla Kelime Öğretimi Bulmacayla kelime ôğretim yôntemi ôğrencilerin ilgilerini ôğrenilen dildeki kelimeler ùzerine yoğunlaĢtıran bir yôntemdir. Dolayısıyla bulmaca yôntemi ôğrencilerin eğlenerek yeni kelimeler ôğrenmelerini ve ôğrenilenleri tekrar etmelerini sağlar. Bu metotla yabancı dil olarak Tùrkçe ôğrenenlerin daha çok dikkatleri derse çekilmiĢ olur. Bulmacayla kelime ôğretim yôntemiyle kelimelerin zihinde kalıcılığı artırılır. Bulmacayla yabancılara kelime ôğretiminde kullanılabilecek aktiviteler Ģu Ģekilde gruplandırılmıĢtır: 42 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2.1. Kare Bulmaca Kare bulmaca yôntemi yabancı dillerin kelime ôğretiminde en çok kullanılan etkinliktir. Yabancılara Tùrkçe kelime ôğretiminde kullanılmak ùzere ôğrencilerin seviyelerine uygun olarak kare bulmacalar hazırlanmalıdır. Genel olarak kare bulmacalar sağdan sola veya yukarıdan aĢağıya Ģeklindedir (Bk. Resim 2.1). Kare bulmacayı çôzmeye istenilen yerden veya istenilen sorudan baĢlanabilir. Kare bulmacayla kelime ôğretim yônteminde bazı sùtunlarda iki soru vardır. Birinci soru a ikinci soru b olarak belirtilmiĢtir. Kare bulmaca temel seviye Tùrkçe ôğrenen ôğrenciler için daha basit ve anlayabilecekleri seviyede olmalıdır. Öğrencileri sùrùkleyebilmek için birinci sorular ôğrencinin bildiği basit kelimelerden seçilmelidir. Kare bulmacanın ilk ôrneğini ôğretmen ôğrencilerle sınıfta birlikte çôzmelidir. Evde veya boĢ zamanlarında çôzmeleri için ôğrencilere hazır kare bulmacalar verilmelidir. Kare bulmaca yôntemi ôğrencilerin ôğrendikleri kelimeleri tekrarlamalarını ve yeni kelimeler ôğrenmelerini sağlar (Karatay, 2007). Resim 2.1 Kare bulmacanın resmi. Soldan sağa 1. Bir yapıya girmeyi sağlayan veya odaları birleĢtiren ince uzun geçit. 2. a. Binme, yùk çekme ve taĢıma gibi hizmetlerde kullanılan tek tırnaklı bir hayvan. b. Bir soru 3. Yakın kelimesinin zıttı. 4. a. KiĢiler veya nesneler arasında bağlantı sağlayan Ģey, vasıta. b. Bir nota. 5. Bir ağaç 6. a. BaĢımızı kaplayan kıllara ne ad verilir? b. Çok kelimesinin 7. Beyaz kelimesinin sıfatı. tùrù. zıttı. eĢanlamlısı. Yukarıdan aĢağıya 1. .....lem yazı yazmak için kullandığımız aracın ilk iki harfi. 2. Evin bir bôlùmù ................... odası. 3. ........m bir malın fiyatını artırmaya ne ad verilir. Ġlk iki harfini boĢluklara yazınız. 4. Hastalanınca doktor reçeteye ne yazar? 5. Çakmak fiilinin emir halini yazınız. 6. a. Bir sayı. b. Tùrk halk mùziğinde kullanılan, gôvdesi ağaçtan oyularak yapılmıĢ, telli, uzun saplı çalgı, bağlama. 7. Varlıkların, doğadaki gôrùnùĢlerinin kalem, fırça gibi araçlarla kâğıt, bez vb. ùzerinde yapılan biçimlere ne ad verilir? 2.2. Sarmal Bulmaca Sarmal bulmacada hedef kelimelerin kimi harfleri bulmacanın içerisine yerleĢtirilmelidir. Öğrenciler bu harflerden hareket ederek ilgili kelimeyi bulmaya çalıĢmalıdırlar. Bulmacada numaralandırılan boĢluklara gelecek kelimelerin ipuçları verilmelidir (Bk. Resim 2.2). Öğretmenin birinci ipucunu okuyarak ilk ôrnek uygulamayı kendisi yapmalıdır. Öğrencilere evde kendilerinin dolduracakları hazır sarmal bulmacalardan 43 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo verilmelidir. Bu tùr alıĢtırmalarla ôğrencilerin okuduklarını anlama ve okuduklarından sonuca varma becerileri geliĢtirilir (GùmùĢ, 2010). Örnek: Ġpuçları: 1. Elbise diker. 2. Meyve ve sebze satar. 3. Ekmek yapar ve satar. 4. Ders anlatır. 5. Ev kadını. 6. Hastaları tedavi eder. 7. Uçak ve helikopter kullanır. 8. Araba sùrer. Resim 2.2 Sarmal bulmacanın resmi. 2.3. Kelime Avı Kelime avında ôğretilmesi hedeflenen kelimeler ônceden tespit edilmelidir. Öğrenciler, karıĢık harf tablosundan soldan sağa, sağdan sola, yukarıdan aĢağıya ve aĢağıdan yukarıya çizerek ilgili kelimeleri bulmaya çalıĢırlar (Bk. Resim 2.3). Kelime avı etkinliği ilk olarak ôğretmen kontrolùnde sınıfta uygulanmalıdır. Öğrenci çalıĢma kitabında bulunan benzer ôrnek, ôğrenciler tarafından çôzùlmelidir. Bu aktiviteyle ôğrencilerin kelimeleri daha iyi tanımaları sağlanır ve okuma-yazma becerileri geliĢtirilir (ġengùl ve Akçin, 2010). Resim 2.3 Kelime avıyla ilgili bulmaca resmi (Öztùrk, vd. 2010). 44 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2.4. Sözcük YerleĢtirme Sôzcùk yerleĢtirme etkinliğinde iki sôzcùk bulmacanın içine yerleĢtirilmelidir. Bu sôzcùklerden hareket ederek ônceden belirlenen diğer sôzcùklerin doğru bir Ģekilde boĢ karelere yerleĢtirilmesi sağlanır (Bk. Resim 2.4). Öğretmen ilk uygulamayı kendisi yapmalıdır. Amaç kelimelerin doğru yerleĢtirilerek ôğrenci dikkatinin kelime ùzerine çekilmesidir. Bu alıĢtırmayla ôğrencilerin harf-kelime analizi yapmaları ve kelimeleri daha iyi tanımaları sağlanır (YıldızbaĢ ve Parlakyıldız, 2004). Resim 2.4 Sôzlùk yerleĢtirme bulmacasının resmi (Tural, 2010). 2.5. Nesne Bulmaca Nesne bulmaca sadece bilgisayar ortamında uygulanabilen bir etkinliktir. Amaç bilgisayar ekranının sağ tarafında verilen kelimeleri ekranın sol tarafındaki sınıfta bulunan eĢyalarla doğru olarak eĢleĢtirmektir (Bk. Resim 2.5). Doğru tıklanan nesne için ôğrenci belli bir puan kazanır veya yanlıĢ tıklamada puan kaybeder. Tekrar oyna butonuna tıklandığında ekranın sağ tarafında farklı kelimeler yer alır. Projeksiyon yardımıyla grup etkinlikleri de yapılabilir. Öğrenciler, gôrdùkleri somut nesneleri daha çabuk kavrarlar (MEB Tebliğler Dergisi, 2000). Resim 2.5 Nesne bulmacadan bir gôrùntù (Öztùrk, vd. 2007). 45 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2.6. Resimli Bulmaca Rakamla belirtilen eĢya veya nesnelerin adının kutucuklara doğru yazılmasıyla gerçekleĢtirilen bir etkinliktir (Bk. Resim 2.6). Bu aktivite ôğrencilerin kendi kendilerine kolaylıkla uygulayabilecekleri bir yôntemdir. Resimli bulmacalarda gôrsel duyular harekete geçirilir ve ôğrencilerin ôğrenilen kelimeleri kolay anımsamaları sağlanır. Ayrıca bu aktiviteyle ôğrencilerin yazma becerileri geliĢtirilir (DemirbaĢ, vd. 2010). Resim 2.6 Resimli bulmacaya ait bir uygulama. 2.7. Piramit Bulmaca Piramit bulmacadaki amaç ortasında O harfi olan kelimeleri yazmaktır (Bk. Resim 2.7). Öğretmen farklı harflerin kullanıldığı ôrnek piramit bulmacalar hazırlamalıdır. Öğretmen, hazır piramit bulmacalarından birini bùtùn ôğrencilere dağıtmalı ve bulmacayı çôzdùrmelidir. Piramit bulmaca yôntemi, sınıfta gruplar oluĢturularak da uygulanabilir. Piramit bulmaca, ôğrencilerin kelime hazinelerini yoklamak ve yeni kelimeler ôğrenmelerini sağlamak bakımından ônemlidir. Resim 2.7 Piramit bulmacaya ait bir uygulama. 2.8. Resimli Kare Bulmaca Resimli kare bulmaca bilgisayar ortamında uygulanabilen bir aktivitedir. Resimli kare bulmaca farklı konular ùzerinde hazırlanabilir. Bulmacada soldan sağa ve yukarıdan aĢağıya olmak ùzere sorular bulunmaktadır. Bulmacayı çôzebilmek için kutudaki sayıların ùzerine tıklanmalıdır. Örneğin, bir yazan sayıya tıklandığında iki resim ekrana gelir. Birinci resim soldan sağa yazılacak alanla ilgilidir. Resimdeki nesnenin adı boĢluğa yazılmalı ve tamam butonu tıklanmalıdır. Ġkinci resimde bulunan nesnenin adı ise hemen yanındaki boĢluğa yazılıp tamam butonu tıklanmalıdır (Bk. Resim 2.8). Bulmacayı çôzen kelimeyi hatırlayamazsa ipucu butonuna tıklandığında ilk harf ipucu olarak verilir. Etkinlik tamamlandıktan sonra Kontrol et butonuna tıklandığında doğru ve yanlıĢlar gôsterilir. YanlıĢ cevapların tekrar yapılması gerektiği uyarısı ekrana yansır. 46 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Teknolojik eğitim araçlarıyla gerçekleĢtirilen aktiviteler ôğrencilerin ilgilerini konuya çekmektedir. Bu bakımdan resimli kare bulmaca yôntemiyle ôğrencilere Tùrkçe kelimeler ôğretmek onların kelimeleri isteyerek ôğrenmelerini sağlayacaktır. Resim 2.8 Resimli kare bulmacaya ait bir gôrùntù. 2.9. Bu Nedir? Bu alıĢtırmada son harfi verilen varlıkların, eĢyaların ve kavramların ipuçlarıyla bulunması amaçlanır. Öğrenciler numaralandırılmıĢ beyaz kutuları doldurmak için ônce verilen ipuçlarını okumalıdırlar. Verilen ipucu yardımıyla son harfi K olan varlığın, eĢyanın veya kavramın ismini boĢluklara yazmalıdırlar (Bk. Resim 2.9). Bu etkinlik sınıfta gruplar oluĢturularak da uygulanabilir. Öğrencilerin bu alıĢtırmalarla kelimeleri doğru yazma ve okuduklarını anlama becerileri geliĢtirilir. Resim 2.9 ‗Bu nedir?‘ bulmacasına ait bir uygulama. Ġpuçları: 1. Sùtùnù içtiğimiz hayvan. 2. K harfi ile baĢlayan bir sebze. 3. Acıkınca yapılan Ģey. 4. Kesmeye yarayan alet. 5. Yemek yerken kullanılır. 6. Yemek yemek için kullanılan kap. 7. Yemek yapmak için kullanılır. 8. Su içmekte kullanılır. 9. Temel gıda maddesi. Undan yapılır. 47 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 10. Yemekten sonra geriye kalan kirli Ģeyler. 11. Ağaçların solunum yapan yeĢil gôrùnùmlù kısmı. 12. Uyuma veya dinlenmek amacıyla ùzerine yatılan eĢya. 2.10. Hatırlatmaca Belirlenen kelimelerle baĢka kelimeleri çağrıĢtırmayı hedefleyen bir aktivitedir. NumaralandırılmıĢ kelime gruplarının anımsattığı yeni sôzcùk bulmacadaki ilgili boĢluğa yazılmalıdır (Bk. Resim 2.10). Öğrencilere alıĢtırmanın nasıl uygulandığı ayrıntılı olarak açıklanmalıdır. Hazırlanan ôrnek bulmaca sınıfta ôğrencilerle birlikte çôzùlmelidir. Öğrenciler bu aktivite ile kelimeleri bir bağlam içerisinde ôğrenirler. Resim 2.10 Hatırlatmaca bulmacaya ait bir uygulama. Sonuç Yabancı dil ôğretiminde sınıf içi ôğrenmenin monotonluktan kurtarılmasında sınıf içi oyunlar ve bulmaca etkinlikleri ôğrenmeyi olumlu olarak etkilemekte ve bilinenleri uygulama imkânı sunmaktadır (Demirel, 1978). Oyun ve bulmacayla kelime ôğretim yôntemi, ôğrencilerin derse olan ilgilerini artırmakta ve ôğrencilerin yaparak, yaĢayarak ôğrenmelerini sağlamaktadır. Yabancılara Tùrkçe kelime ôğretimi ùzerinde çalıĢan eğitimciler, bu tùr etkinliklerden derslerinde azami derecede istifade etmelidirler. Yabancılara Tùrkçe ôğretme amacı ile hazırlanan ders kitaplarında ve çalıĢma kitaplarında oyun ve bulmaca bôlùmù mutlaka olmalıdır. Bu konuda en dikkat çeken yayın, Dilset Yayınlarıdır. Bu tùr çalıĢmalara diğer yayınlar da kitaplarında daha çok yer vermelidir. Yabancılara Tùrkçe kelime ôğretiminde kullanılabilecek bulmaca kitaplarının olmaması bùyùk bir eksikliktir. Bu tùr bulmaca kitapları diğer dillerin kelime ôğretiminde etkin olarak kullanılmaktadır. Yabancılara Tùrkçe ôğretenlerin, oyun ve bulmacalarla alakalı hazırlamıĢ oldukları çalıĢmaları paylaĢabilecekleri bir sosyal paylaĢım sitesi kurulmalı ve bu Ģekilde bilgi ve tecrùbe paylaĢımı sağlanmalıdır. 48 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Kaynaklar Altun, M. (2010). Adım Adım Tùrkçe Öğreniyorum. KarĢıt Anlamlı Sôzcùkler. www.dilbilimi.net/02.01.2011. Çetinkaya, Z. (2005). Basit Tekrar ve AlıĢtırmalar Yoluyla Sôzcùk Öğretimi, Dil Dergisi, Sayı 130, Sayfa 75. Demir, M. (2009). Ġmam-Hatip Liselerinde Arapça KonuĢma Öğretimine Etkinlik Temelli Bir YaklaĢım. Yùksek Lisans Tezi. Ankara. Sayfa 56. DemirbaĢ, H., Karadağ, M., Usta, H., Bozçalı, M. (2010). Tùrkçe ve Tùrk Kùltùrù ÇalıĢma Kitabı. MEB Devlet Kitapları. Sayfa 23. Demirel, Ö. (1978). Tam ôğrenme. Eğitim ve Bilim dergisi, Ankara, Sayfa 46-50. Demirel, Ö. (2008). Yabancı Dil Öğretimi, Pegem Akademi, Ankara, Sayfa 92. Dumanlı, E. (2007). Zaman Gazetesi Ailem Eki, Ġstanbul, 26 Ocak 2007 Cuma, Sayfa 13. GùmùĢ, S. (2010). Çiftli Sarmal Bulmaca. http: //bullmacaservisi.com/01.01.2011. Gùrbùz, G. (2004). Fransızcadaki Seslerin Oyunlarla Öğretimi. Ankara Üniversitesi TÖMER Dil Dergisi. Sayı 124. Sayfa 88. Ġzgôren, K. M. (1999a). Oyunlarla Dil Öğretimi, Academyplus Yayınları, Ankara, Sayfa 69. Ġzgôren, K. M. (1999b). Oyunlarla Dil Öğretimi, Academyplus Yayınları, Ankara, Sayfa 69. Ġzgôren, K. M. (1999c). Oyunlarla Dil Öğretimi, Academyplus Yayınları, Ankara, Sayfa 69. Karatay, H. (2007). Kelime Öğretimi. Gazi Eğitim Fakùltesi Dergisi. Cilt 27, Sayı 1, Sayfa 121. Kaya, Ü. Ve Yapıcı, ġ. (2007). Ġlkôğretim 1. Kademede oyun tekniğinin Ġngilizce ôğretimine katkısı, Yùksek lisans tezi, Afyonkarahisar, Sayfa 30. Kuzey Kıbrıs Tùrk Cumhuriyeti Milli Eğitim ve Kùltùr Bakanlığı Talim ve Terbiye Dairesi Mùdùrlùğù, (2009). Ġllkokul Temel Eğitim 1. Kademe Hayat Bilgisi Öğretim Programı(1., 2. ve 3. Sınıflar). LefkoĢa. Sayfa 10. MEB Talim ve Terbiye Kurulu BaĢkanlığı, (2006). Ġmam-Hatip Liseleri ve Anadolu Ġmam-Hatip Liseleri Arapça Dersi Öğretim Programı. Ankara, Sayfa 19. MEB Tebliğler Dergisi, (2000). Okul Öncesi Eğitim Kurumları ve Ġlkôğretim Okulu Yabancı Dil Öğretim Etkinlikleri Çerçeve Programı. Cilt 63. Sayı 2511. Sayfa 6. MEB Özel Tevfik Fikret Okulları, (2010). Ġlkôğretim Fransızca Dersi 6-8. Sınıflar Öğretim Programı. Sayfa 25. MEGEP, (2007a). MEB. Mesleki Eğitimin ve Öğretimin Gùçlendirilmesi Projesi. Çocuk GeliĢimi ve Eğitimi, Ankara. Sayfa 28-32. MEGEP, (2007b). MEB. Mesleki Eğitimin ve Öğretimin Gùçlendirilmesi Projesi. Çocuk GeliĢimi ve Eğitimi, Özel Eğitimde Oyun Etkinlikleri, Ankara. Sayfa 24. Özbay, M. ve Melanlıoğlu, D. (2008). Yùzùncù Yıl Üniversitesi, Eğitim Fakùltesi Dergisi. Haziran 2008. Cilt: V, Sayı: 1, Sayfa 33. Öztùrk, T., Akçay, S., Gùn, S., TaĢdemir, E., Çelebi, M., ÖzulaĢ, Ġ., ġerif, A., Karakoyun, E., Murt, M., BoztaĢ, A. (2010). Açılım ÇalıĢma Kitabı 1, Dilset Yayınları, Ġzmir, Sayfa 7. 49 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Öztùrk, T., Yiğit, A., Akçay, S., TaĢdemir, E., BaĢak, S.S. (2007). GôkkuĢağı EtkileĢimli Tùrkçe Öğretimi Uygulamaları 1 Cd‘si, Dilset Yayınları. ġengùl, H., Akçin, N. (2010). Zihinsel Yetersizliği Olan Öğrencilere Okuma-Yazma Öğretme Konusunda Özel Eğitim Öğretmenlerinin GôrùĢleri. Anakara Üniversitesi Eğitim Bilimleri Fakùltesi Dergisi. Cilt 43. Sayı 2. Sayfa 15. TaĢdemir, E., Bilkan, N. ve Can, H. (2003a). Tùrkçe Öğretim Teknikleri, Dilset Yayınları, Ġzmir, Sayfa 28. TaĢdemir, E., Bilkan, N. ve Can, H. (2003b). Tùrkçe Öğretim Teknikleri, Dilset Yayınları, Ġzmir, Sayfa 11. TaĢdemir, E., Bilkan, N. ve Can, H. (2003c). Tùrkçe Öğretim Teknikleri, Dilset Yayınları, Ġzmir, Sayfa 21. Tural, B. (2010). Bugùn Gazetesi, Bul-Çôz Eki, 25 Temmuz Pazar, Sayfa 2. Yalın, A. (2005) Haydi Kızlar Okula. Kız Çocuklarının OkullaĢmasına Destek Kampanyası. Öğretmen El Kitabı, Ankara, Sayfa 109. YıldızbaĢ, F., Parlakyıldız, B. (2004). Okul Öncesi Eğitimde Öğretmenlerin Okuma Yazmaya Hazırlık ÇalıĢmalarına Yônelik Uygulamalarının ve GôrùĢlerinin Değerlendirilmesi. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004, Ġnônù Üniversitesi Eğitim Fakùltesi, Malatya. Sayfa 4. 50 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 10 Title A name given to the resource OYUN VE BULMACA ETKĠNLĠKLERĠYLE YABANCILARA TÜRKÇE KELĠME ÖĞRETĠM YÖNTEMĠ Author Author Gürdal, Ahmet Arslan, Mustafa Abstract A summary of the resource. Makalenin amacı oyun ve bulmaca etkinlikleriyle yabancılara Tùrkçe kelime ôğretim yôntemlerini açıklamaktır. Yabancı dillerin kelime ôğretiminde ôğrenci motivasyonun sağlanması için oyun ve benzeri etkinliklere sıkça yer verilmektedir. Yabancıların hızlı ve kalıcı bir Ģekilde Tùrkçe kelimeleri ôğrenmelerini sağlamak amacıyla ilgili çalıĢmalar incelenmiĢ, oyun ve bulmaca yôntemi ùzerine dikkatler çekilmiĢtir. Yabancılara Tùrkçe ôğretenler ôzellikle kelime ôğretiminde bu çalıĢmada açıklanan etkinlikleri test ederek konuyla ilgili tecrùbelerini geliĢtirebilirler. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/c7cc5cf7ae9c4d0287ecb3412fc30d78.pdf da2a99b48ee5232c23c930f85b3bd19d PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Situation Types and Implications of Teaching Single Verb Versus Multiple Verb Constructions of Tatar to Turkish speaking Students in Higher Education Fatma ġahan Güney Department of Modern Turkic Languages and Literatures, Faculty of Letters, Muğla University, Turkey fsahan@mu.edu.tr Abstract: The significance of verb semantics and aspectual distinctions of verbs within a specific language is obvious and relevant, as much to language acquisition (Andersen and Shirai 1996; Aksu-Koc 1978 and 1998; Gôkmen 2003 and 2004; Gôkmen and Lee 2002; Olsen 1999), as to second language acquisition (Bardovi-Harlig 1994a, 1994b, 1998 and 2000; Collins 2002; Salaberry & Shirai 2002; Slabakova 2002). Aspect, as opposed to time /tense is considered to be non-deictic (Comrie 1979: 1-3) and to involve three types of information, namely the lexical meaning of a verb, its argument and inflectional structure (Smith 1983, 1986 and 1997). Specifically, the situaiton types within aspect are important in foreign language teaching since, besides aspectual type of a single verb, the ways in expressing aspect, and in particular the situaiton types, also exhibit differences from one language to another. In Tatar, for instance, the situation types, besides other aspectual information, involve double or multiple verb constructions, which either identify or modify the aspectual type of a sentence. Both Tatar and Turkish are agglutinative languages having SOV word order, and belong to Turkic linguistic family. As opposed to Turkish which is mostly a language of single verb predicates, Tatar, though closely related to Turkish, heavily rely upon double or multiple verb constructions in order to make aspectual distincitions within clauses and distinctions of situation types in verb meaning. During the instruction of Tatar courses for more than 8 yeras, based on student homeworks, term papers and exam papers, I have observed that double verb constructions with aspectual post verbs is one point in learning Tatar grammar which students make most of their mistakes. In this paper, I am going to investigate if there are any meaningful differences between the levels of learning single verb constructions on one hand and double or multiple verb ones with aspectual post verbs on the other. In this regard, the preliminary findings point out to the fact that the learning of double/multiple verb constructions with aspectual post verbs by Turkish speaking students, who do not have paralel constructions in their native language, are less successfull in comparison to the learning of single verb perdicates. Key Words: Semantics; Aspect; Situation Types; Second Language Learning; Adult Students; Post Verb; Turkish; Tatar. INTRODUCTION AND THEORETICAL BASIS OF THE STUDY The significance of verb semantics and aspectual distinctions of verbs within a specific language is obvious and relevant, as much to first language acquisition (Andersen and Shirai 1994, 1996; Li and Shirai 2000; Aksu-Koc 1978 and 1998; Gôkmen 2003, 2004; Gôkmen and Lee 2002; Olsen 1999) as to second language learning (Bardovi-Harlig 1994a, 1994b, 1998 and 2000; Collins 2002; Salaberry & Shirai 2002; Slabakova 2002). As Smith (1997: xv) points out, studies on Turkish by Aksu revelas that the situation types, more specifically, the distinction between stative and non stative played role in language acquisition of children under the age 2 (1978: s.50-52). ―They distinguished between events according to whether or not they involve changes of state. Aksu‘s subjects used iyor past with atelic verbs and di past with telic and and change of state verbs; in adult language these tenses appear with non-statives generally, cf 1978: 50-52‖ (Smith 1997: xv). Aspect, as opposed to time /tense is considered to be non-deictic (Comrie 1979: 1-3). According to Smith, ―the aspectual meaning of a sentence conveys information of two kinds: a situation is presented from a particular perspective, or viewpoint; and the situation is indirectly classified as a state or an event.‖ (Smith 1997: xiii). Based on this definition, the first type of aspectual information, i.e. the one through which a situation is presented from a particular perspective is called ―viewpoint aspect‖, and the second one, in which the situation is 1327 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo classified as event or state is called ―situation type‖. There ise a relation between the two components of the aspectual information. ―The aspectual meaning of a sentence results from interaction between (these) two independent aspectual components, situation type and viewpoint‖ (Smith 1997: xiv). ―The term situation type refers to classes of events and states. Both are realized in linguistic categories… Viewpoint is generally indicated morphologically, with affixes or other designated morphemes. Situation type is conveyed more abstractly, by the verb and its arguments, or verb constellation‖ (Smith 1998: xiv). Specifically, the situaiton types within aspect are important in foreign language teaching since, besides aspectual type of a single verb, the ways in expressing aspect, and in particular the situaiton types, also exhibit differences from one language to another. In Tatar, for instance, the situation types, besides other aspectual information, involve double or multiple verb constructions, which either identify or modify the aspectual type of a sentence. Aspect, is considered to involve three types of information, namely the lexical meaning of a verb, its arguments and inflectional structure (Smith 1983, 1986 and 1991). As for Tatar, axuiliary verbs/post verbs also appear to be another parameter which affect the aspectual composition/structure of a sentence. Although Turkish and Tatar belong to the same linguistic family, which is Turkic, and share many structral and lexical commonalities, these two languages differ in representing some semantic categories linguistically, one of which is the aspectual category and more specifically the situation types. In this paper, based on student translation homeworks, I am going to investigate if there are any meaningful differences between the levels of learning single verb constructions on one hand and double or multiple verb ones with aspectual post verbs on the other. In this regard, the findings of this study point out to the fact that the translation of double/multiple verb constructions with aspectual post verbs by Turkish speaking students, whose native language either lack paralel constructions or do not use them profusely, are less successfull in comparison to the translation of single verb perdicates. In what follows, we are going to introduce a brief information on Tatar since it is not very well known in the lingusitic literature. Following that, we are going to introduce some information on Tatar aspectual post verbs connecting to a main verb with either –A or –p converbial suffix in order to construct double/multiple verb predicates. In the rest of the paper, we are going to introduce our data, our findings and discuss the results of our study. Introductory Remarks on Tatar and Turkish Tatar belongs to the North-western Turkic language group, also known as the Kipchak within the Turkic family while Turkish belongs to the south-western branch, also known as Oghuz. It is a literary language spoken in TheRepublic of Tatarstan by one third of Tatar population living in Russia (Wertheim 2003: 4), and the rest in neighboring republics and in other places of Russia. There are also Tatar communities living in other countries, such as Turkey, Japan, Finland, China, USA, Australia, Uzbekstan, Kazakstan, etc. ―Tatars are the largest ethnic minority in Russian Federation and comprise 3.8% of its population (Kondrashov 2000: ix)‖ (Wertheim 2003: 4). Even though Tatar and Turkish belong to different branches of the Turkic family, after Crimean Tatar which mostly concentrate both Kipchak and Oghuz features, Tatar and Turkish seem to be the most closley related languages within their language groups, namely Kipchak and Oghuz.Though, up to day, there are no lingusitic and statistical studies to show the degree of relation, it can be said that Tatar and Turkish are mutuallly intelligable to a significant degree, due to the shared structural features and vocabulary, both of Turkic origin and loan words from Arabic and Persian. Not having any instrucion of each other‘s language before hand, Tatar and Turkish native speakers can carry out daily conversation to a significant extent, each side speaking their own variant. As for the linguistic structure, both Turkish and Tatar are left branching agglutunative languages having SOV word order. Tatar and Turkish do not seperate from each other in terms of syntax and morphology, but most significantly, in terms of phonetics. Nevertheless, unlike Turkish, which is mostly a single verb language, though it also makes use of a few number of auxiliaries in limited contexts, Tatar frequently use double ver bor auxiliary verb constructions in expression of various linguistic and pragmatic categories. Similar to other North-western Turkic, i.e. Kipchak languages, besides many other non-Oghuz Turkic languages, except Turkmen, Tatar relies heavily on double or mulltiple verbs constructed with a definite group of aspectual, adverbial and modal postverbs. Post verbs indicate not only the aspectual but also other categories, such as modality, version and adverbial expresions, such as manner, completeness, partial/whole distinction, cumulativity, etc. Tatar contrasts past-nonpast. Non past (with no specific grammatical tense marker) has grammatical imperfective aspect only, while past contrasts imperfective-perfective aspects grammatically. There is an imperfective –A/Iy marker which occurs productively both in past and non-past. (See Shirai 1995, 1999 for a similar situation in Japanese!) Non past imperfective aspect is contrasted with progressive aspect by using a 1328 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo group of auxiliary verbs, which are not very productive. A specific group of telic verbs with imperfective –A/Iy marker, in combination with -(I)p utır-, -(I)p yat- auxiliaries express resultutive (üsep utıra; ceyilip yata; etc.) Introductory Remarks on Tatar Postverbs Double or multiple verb constructions in Tatar is also called ―compound verbs‖, which basically assumes that the combination of a main and a post verb is lexical, rather than syntactic. (There are also compound verb constructions in Tatar, like atıp üter ―to shoot and kill‖, alıp kil ―to bring‖ alıp kit) Aspect in Tatar is partly expressed by auxiliary post verbs. What we call here as ―aspectual ―post verbs‖ are not purely aspectual in nature but they interact greatly with the aspectual propeties of the primary verb they couple with. Double or multiple verb constructions constructed with aspectual post verbs in Tatar are mostly translated into Turkish as single verb ones; In place of the aspectual post verbs in Tatar, a bare main verb can be sufficient or suitable adverbs may be used along with it in Turkish. The affetcs of post verbs in Tatar double or multiple verb constructions can also be inferred from the context in Turkish. There are many studies on post verbs, also known as ―auxiliary verbs‖ or ―helping verbs‖, in Tatar (Ganiyev 1963; Schônig 1984) and in other Turkic languages (Anderson 2003; Nasilov 1978) are mostly descriptive, as to explain their meaning and function. Nevertheless, only a few studies mentions the role of complex verb constructions with aspectual (or modal, in this term) postvebrs in teaching Tatar as a second language (see. Schamiloglu 1978). Aspectual post verbs examined in this paper occupy V2 position. Similar to other auxiliary verbs in Tatar, they are inflected for person, number, time/aspect/modality when in predicate position and connected to a lexical verb V1 which precedes it through one of the adverbial (converb) suffixes –A/(I)y or -(I)p verb. All the postverbs examined in this paper are also used as lexical verbs in the language, meaning they are independent lexemes besides their grammatical functions as post verbs. It is necessary to remind here that, the post verbs introduceced in thsi paper as ―aspectual‖ are npurely aspectual, but when combined with verbs from different situation types, they fulfill various adverbial functions. The aspectual post verbs in Tatar examined in this paper are as follows: 1. –A/(I)y baĢla- ―to begin‖: This post verb marks the beginning of an event. eçe poĢa baĢla- ―to get bored‖ uylıy baĢla- ―to start thinking‖ yılıy baĢla- ―to start crying‖ kaynıy baĢla- ―to start boiling‖ 2. –A/(I)y bar-―to go, walk‖: This post verb express continuation or repetition of an action, which is most likely of an event type. koyıla bar- ―to keep falling one after the other‖ tùge bar- ―to keep pouring when moving forward‖ tôrte bar- ―to keep poking at one after the other‖ açılıp kite bar- ―to open up one after the other (intr.)‖ yaxĢıra bar- ―te get better and better‖ 3. –A/(I)y bir- ―to give‖: This post verb marks durative actions. It can be translated as ―keep doing something‖. Used mostly with activity verbs with human subjects, whic are atelic. This post verb indicates that event is carried out with no interruption. eĢliy bir- ―to keep working‖ 4. –A/(I)y tor- ―to stand‖: With the help of the converbial suffix –A/(I)y, this post verb is only used with motion verbs, such as ―to go‖, ―to walk‖, ―to come back‖, ―to sit‖ etc, which are all atelic: bara tor- ―to keep going‖ kayta tor- ―to be on the way back‖ yôri tor- ―to keep wandering‖ utıra tor- ―to keep sitting‖ With verbs ambigous between stative/eventive, tor- indicates stativity; asılınıp tor- ―to be suspended‖ kùrenep tor- ―to keep being seen‖ 5. -(I)p al- ―to take‖ urap al- ―to surround, encircle‖ kırıp al- ―to scrape off‖ suwırıp al- ―to suck up‖ 6. -(I)p bet- /-(I)p beter- ―to end/ to finish‖: This post verb is a completive one which indicates that the action conveyed by the verb affects all the objects if they are plural, and entirity of the object if it is a single one. The post verb bet- is intransitive and the post verb beter- is transitive buyanıp bet- ―to be stained completely‖ 1329 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo cıyıp beter- ―to gather up‖ aĢap beter- ―to eat up‖ utın kisep beter- ―to end wood cutting‖ 7. -(I)p cibär- ―to send‖: with eventive and dynamic verbs with human subjects. Used ostly with activity verbs. It marks sudden and usually unexpected start of an action. Unlike the post ver kit-, which indicates that event occurs naturally, with no intention or no influence from outside; the post verb ciber requires an agent, mostly human, to start the action. Sometimes verbs representing activities initiated by animal subjetcs may alsobe couppled with the post verb ciber-.This postverb makes inchoative contexts when combined with certain verbs,which are mostly activity verbs: yılap cibär- ―to start crying‖ kôlep cibär- ―to start laughing‖ ulap ciber- ―to start howling‖ uynap ciber- ―to start dancing‖ tormıĢ korıp ciber- ―to start a new life‖ açıp ciber- ―to open up‖ Whe used with semelfactives, like tört- ―to poke‖, silten- ―to shake (intr.)‖, suk- ―to beat-― etc., which have a culmination point like other achievement verbs, this post verb indicates single, sudden and swift occurence of an event: tôrtep ciber―to poke once‖ siltenep ciber―to shake once; to give a jerk‖ sugıp ciber―to hit once‖ 8. -(I)p cit-―to reach‖: When used with atelic verbs, this post verb indicates telic situations. It expresses accomplishments and completion of events. It is used mostly used with activity verbs, such as: barıp cit- ―to arrive‖ kilep cit- ―to arrive‖ kaytıp cit- ―to return; to come home‖ ùsep cit- ―to grow up‖ 9. -(I)p çık- ―to go out‖: This post verb has a completive function. It indicates that the event is fulfilled thoroghly, in full. If the verb has an incremental object /if the object is cumulative, such as a wall, a book, etc. this post verb indicates that the action in relation to this object is done throghly, from beginning to end: ukıp çık- ―to read throghly, from beginning to end‖ sibep çık- ―to spread throghly‖ (bùlmelerne) karap çık- ―to look into each and every one of (the rooms)‖ saklap çık- ―to keep an eye on something for a whole period of time‖ If more than one object is involved in the event, then, this post verb indicates that the action is carried out on each and every one of these objects. kùrsätep çık- ―to show each and every one of something‖ 10. -(I)p kal- ―to stay‖: This post verb, with the help of -(I)p converbial suffix, joins to the inchoative verbs, which indicate change of state. However, what the postverb kal- points out is the state period which obtains after the event whose happening setts off the state phas. As its secondary meaning, when combined with activity verbs having human subjetcs, this post verb may also indicate unintendedness and unexpetedness in start of the state phase. karap kal- ―to keep looking, staring at‖ aptırap kal- ―to be astonished, be surprised‖ yoklap kal- ―to be asleep‖ saklap kal- ―to keep an eye on‖ kùrep kal- ―to see, keep seeing‖ kürep kalgan. belmi kal- ―to be in the state of not knowing‖ cilek cıyıp kal- ―to keep gathering berries‖ kotılıp kal- ―to escape narrowly; to be safe from‖ belep kal- ―to be in state of knowing‖ 11. -(I)p kit- ―to go‖: When used in its actual meaning, and with activity verbs having human subjetcs, this postverb indicates an action away from a reference point: çıgıp kit- ―to go out, to set on the road‖ kerep kit- ―to go in to (a room, etc.)‖ menep kit-―to go up‖ tôĢep kit- ―to go down‖ uzıp kit- ―to go past‖ 1330 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo When used methaphorically, with telic verbs, this post verb denote events occuring suddenly and unexpectedly with no involvement of an agent to start the action. The postverb kit- has a greate emphasis on the sudden, unintended and, mostly unexpected break off of the event itself, not he state phase which obtains after: ôzelep kit- ―to break off‖ oyanıp kit- ―to wake up‖ balkıp kit- ―to begin shining‖ nurlanıp kit- ―to become shiny‖ bayıp kit- ―to become rich‖ 12. -(I)p kuy- ―to put‖: This post verb is used only with telic verbs, mostly achievements, whose main verb is transitive having an object with patient role and a subject with agent role. It marks the beginning of a state sett off by a telic activity event: elep kuy- ―to hang something, suspend‖ kùmep kuy- ―to burry something‖ salıp kuy- ―to put something, place something on somewhere‖ kadap kuy- ―to stab smthing on something‖ çornap kuy- ―to coil up‖ bäyläp kuy- ―to tie up‖ Only used with telic events, since between telic and a telic versions of the verbs ―eyt-― and ―sôyle-―, both meaning ―to tell‖, only the telic one eyt- can combine with the post verb kuy-, i.e. eytep kuy- ―to tell everything at once‖ 13. -(I)p tor- ―to stand‖: Used with atelic verbs this postverb marks durative situations. It may combine both with state and activity verbs: Unlike tor- which is used only with state verbs, or activity verbs, both atelic, the post verb -(I)p tor- is also used awith inchoative verbs: aptırap tor- ―to be amazed‖ uylap tor- ―to keep thinking‖ uylanıp tor- ―to keep thinking for oneself‖ iĢetelep tor- ―to continue to be be heard‖ kurkıp tor- ―to continue to be afraid‖ biyep tor- ―to keep dancing‖ kaĢınıp tor- ―to continue to itch‖ sôyleĢep tor- ―to keep talking with smbd.‖ karap tor- ―to keep looking‖ kôtep tor- ―to keep waiting‖ torıp tor- ―to keep standing‖ 14. -(I)p utır- ―to sit‖: Mostly used with state or activity verbs, this post verb marks events as durative. When the lexical verb is activity in terms of its situation type it designates events carried out by a person in ―sitting situation‖: çäy eçep utır- ―to sit and have tea; to continue to drink tea‖ kurkıp utır- ―to be afraid‖ uylanıp utır- ―to be in thoughts‖ uynap utır- ―to keep playing‖ 15. -(I)p yat- ―to lie, to lie down‖: Used with atelic verbs this postverb also marks durative situations. Compared with the post verb -(I)p tor-, this post verb combines mostly with activity verbs with human subjects. (When the post verb yat- is used in resultative function, though, it may also combine with a limited number of verbs with non-human subjects, for instance, ceyelep yat- ―to be scattered around‖. See below for this!) karap yat- ―to keep looking‖ tıŋlap yat- ―to keep listening‖ yoklap yat- ―to be asleep‖ yäĢerenep yat- ―to be hidden‖ 16. -(I)p yôre- ―to go, walk‖: This post verb also marks situations as durative. It can combine with atelic activity and state verbs: (yul) ezläp yôre- ―to look for the way; to follow the way‖ belmi yôre- ―to be in state of not knowing‖ A specific group of telic verbs with imperfective –p adverbial marker, in combination with –p utır-, (I)p yat- auxiliaries express resultutive (üsep utıra; cäyelep yata; asılınıp tora; etc.): asılınıp tora ―to be hanging‖ ùsep utıra; ―to stand (for trees and such)‖ cäyelep yata ―to be spread out‖ çäçelep yat- ―to be scattered around‖ Auxiliary post verbs in Tatar can also involve in the expression of other linguistic categories, such as: 1331 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo a) Modality: requestive -a kürprohibitive -a kürmeabilitative -a alpossibility –p bulAttemptive –p karab) Version: Subject version: -(I)p alObject version: -(I)p bir- SAMPLING AND CORPUS OF THE DATA Data has been gathered in the course of 8 year teaching of Tatar grammar courses for one semestr and translation courses for 2 semesters each year. Similar to other Turkic language courses, such as as Uzbek, Turkmen, Kazakh, Kirghiz, Azerbaijanian, etc., which are offered in our department, Tatar also is not structured according to levels. While the ―Tatar‖ course, which is taught in 14 week term is required, the other two translation courses, which are taught in the same 14 week terms each, are elective. Translation homeworks and term papers prepared by the second level college students constitute the corpus of this study. Narrative texts in Tatar literary language translated into Turkish by the Turkish speaking students of Tatar Translation course have been gathered over an 8 year period. Total of 13 text fragments translated by 15 different students hasbeen used in order to come up with the single and double verb predicates to be tested for the puropes of this study. In order to give an idea on the length of the texts used in this study, we can pronounce the word count, which is total of 19720. What is analyzed in this study is two different sets of single vs. double/multiple verb constructions. First, we have identified all the double/multiple verb predicates in original texts. Then, for purpose of the present study, we have selected from the set of double/multiple verb constructions, the ones having auxiliary/post verbs that were distinctly associated with aspect, and situation aspect in particular. We have come up with total of 462 such predicates presumably involving various kinds of aspectual postverbs. Selection of right constructions were quite challenging because post verbs are also used as lexical verbs in Tatar and the same post verb may involve in a serial verb construction as well, in which it appears in its original /lexical meaning, and not as a post verb. In order to see if there is any meaningfull difference in the learning of single verb predicates on the one hand and double/multiple verb ones on the other, we also identified total of 87 single verb predicates translated into Turkish by each student. The number 87 that we have identified per each text fragment is not the whole number of single predicates we expect to seee in the entirety of the fragment. Nevertheless, we cut down the number of the single predicates and limited it to 87 per student or per text fragment. Total of the single predicates we came up with was 1284 which were evaluated for the aim of this study. FINDINGS As the indicator of learning degree, we have tested both single and double verb predicates we came up with by sifting throug the text fragments and by examining their translations into Turkish. We assigned either true or false value to each predicate. While deciding if a single or double verb predicate is true or false we evaluated the sentence in its entirety and looked into some elements which we considered to contribute to the aspectual composition of the sentence in Turkish. Since most of the double/multiple verb constructions in Tatar correlate to single verb predicates in Turkish and aspectual meanings of a post verb are mostly indicated by selecting correct aspectual suffixes, using suitable adverbs or just leaving it to the context, we have checked wether suitable aspectotemporal suffixes or adverbs are used in corresponding sentences in translation or whether elements in a sentence are translated correctly or whether context supports the aspectual meaning ment by the aspectual postverb. Lastly, considering that only a very limited number of post verbs, such as tor- and kalin Tatar have close counterparts in Turkish, we have labeled a double verb predicate as false which was translated into Turkish as double verb but does not correspond to an already existing double verb construction having an aspectual postverb. Among 1284 single verb predicates translated into Turkish, we have identified that 1140 of them were suitably translated into Turkish and 144 of single verb predicates were unseccessfull in terms of their translations. Overall number of the true values is % 88.78 while the overall number of false values correspons to 11.02 percent. Below, chart 1 shows distribution of the true/false values of single verb predicates over students; chart 2 illustrates the percentages of true/false values within the total number of single verb predicates: 1332 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo A) SINGLE VERB PREDICATES Chart 1. True/False Values of Single Verb Predicates by Students Chart 2. Overall True/False Values of Single Verb Predicates Among 462 double/multiple verb predicates translated into Turkish, we have identified that 291 of them were suitably translated into Turkish and 171 of them were unseccessfull in terms of their translations. Overall number of true double/multiple verb predicates is % 88.78 while the overall number of false ones corresponds to 11.02 percent. Below, chart 3 shows distribution of the true/false values of double/multiple verb predicates over postverbs; chart 4 shows distribution of the true/false values of double/multiple verb predicates over students; and chart 5 illustrates the percentages of true/false values within the total number of double/multiple verb predicates. B) DOUBLE/MULTIPLE VERB PREDICATES Chart 3. Distribution of True/False Values of Double Verb Predicates over Postverbs 1333 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Chart 4. Distribution of True/False Values of Double Verb Predicates over Students Chart 5. Overall True/False Values of Double/Multiple Verb Predicates 1334 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Overall true/false values of single and double/multiple verb predicates are respresented side by side on chart 6, in order to make the difference between the values for each predicate type more visible. C) COMPARISON OF OVERALL TRUE/FALSE SINGLE vs. DOUBLE/MULTIPLE VERB PREDICATES Chart 6. SUMMARY AND DISCUSSION Duff & Li (2002; 417) points out that ―despite the growing body of second language acquisition (SLA) research in recent years on the acquisition of tense/aspect in Indo-European languages such as English, Spanish, and French (…), there has been little research on the acquisition of aspect in non-Indo-European second languages (L2‘s), such as Mandarin, Japanese, and Korean, with a few notable exceptions‖. This fact is also viable for Turkic languages other than Turkish, over which a growing number of researches have being undertaken. Despite Turkish, other Turkic languages spoken by fewer numbers of people, one of them being Tatar were almost not investigated at all in terms of second language learning. Although Turkish and Tatar are very close structurally, we have observed that Turkish speaking lerners of Tatar also present difficulties, besides the observed dificulties of non-Turkish speaking lerners of Tatar reported by Schamiloglu (1996) who also teaches Tatar in the USA. In this study, we have examined the learning difficulties of Tatar by Turkish speaking students of higher education. This study focuses on the Turkish speakers‘ translation mistakes of Tatar double/multiple verb predicates with aspectual post verbs. We have compared true/false values of single verb predicates translated into Turkish by 15 students of Tatar translation course on the one hand and double or multiple verb ones on the other. We have limited our study of double/multiple verbs to those involving aspectual post verbs only. Turkish students‘ perceived difficulty in learning double verb phrases with aspectual post verbs was based on our preliminary observations made over an 8-year period of Tatar grammar and translation courses. Findings of this study substantiated our preliminary observations to a grate extent since we have found out that there is a significant difference between the true/false values of single and double/multiple verb predicates. In that, the true values of single verb predicates are %26 grater than the true values of double verb predicates. By contrast, the false values of double or multiple verb predicates are % 26 percent grater than the false values of single verb predicates translated into Turkish by the students. The fact that Turkish does not rely on post verbs in terms of implementing aspectual, modal and other linguistic categories as much as Tatar does seems to be one of the reasons why Turkish speakers have most 1335 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo difficulty in learning Tatar double/multiple verb costruction involving post verbs. In fact, despite the fact that Turkish does have a few number of aspectual post verbs, the incidence of post verb use is limited and the existing postverbs can only be used with a small number of lexical verbs. Besides limited use of post verbs in Turkish, the fact that situation aspect is mostly a lexical property of a verb and its argument structure, though some adverbial phrases may also modify or coerce the sitiuation type of a verb or a verb phrase, can be considered another factor in Turkish students‘ translation mistakes of Tatar double/multiple verb predicates. In our examination of translation texts used for the purpose of this study, we have seen that double verb predicates have been translated into Turkish successfully by simply using single verbs carrying a suitable tense/aspect/mood suffix. In some cases, telic/atelic aspectual adverbials have also been used appropriately in Turkish translations, which were in accord with the situation type of the double/multiple verb in the original text. This study did not address the question whether there is a meaningfull relation between true and false values of double/multiple verb predicates and the type of postverb involved in their constructions. In other words, it was not in the focus of this paper if any particular type of post verb sets any particular difficulty for Turkish speaking lerners of Tatar language. Obviously, this kind of a study would require a larger body of of data having grater number of postverbs. References Aksu-Koc, A.1998. The role of input vs. universal predispositions in the emergence of tense-aspect morphology: evidence from Turkish. First Language 18, 255-80. Aksu (Koç), A. 1978. Aspect and Modality in the Child's Acquisition of the Past Tense. PhD. Thesis. Berkeley: California University. Anderson, Gregory D. S. 2004. Auxiliary verb constructions in Altai-Sayan Turkic.Wiesbaden: Harrassowitz Andersen, R. and Shirai, Y. 1994. ―Discourse motivations for some cognitive acquisition principles‖. Studies in Second Language Acquisition 16:133–156. Andersen, R. W. and Shirai, Y. 1996. The Primacy of aspect in first and second language acquisition: The pidgin/creole connection. In W. C. Ritchie & T. K. Bhatia (Eds.) Handbook of second language acquisition, San Diego, CA: Academic Press. pp. 527-570. Bardovi-Harlig, K. 2000. Tense and Aspect in Second Language Acquisition: Form, Meaning, and Use. Oxford: Blackwell. Bardovi-Harlig, K. 1998. Narrative structure and lexical aspect: Conspiring factors in second language acquisition of tense–aspect morphology. Studies in Second Language Acquisition 20: 471–508. Bardovi-Harlig, K. 1992a. The use of adverbials and natural order in the development of temporal expression. International Review of Applied Linguistics in Language Teaching, 30: 4, 299-320. Bardovi-Harlig, K. 1992b. The relationship of form and meaning: a cross-sectional study of tense and aspect in the interlanguage of learners of English as a second language. Applied Psycholinguistics 13: 253–278. Collins 2002; The Roles of L1 Influence and Lexical Aspect in the Acquisition of Temporal Morphology. Language Learning 52:1, 43–94. Comrie, B. 1979. Aspect. Cambridge, UK: Cambridge University Press. Duff, Patricia A. and Li, D. 2002. The acquisition and use of perfective aspect in Mandarin Salaberry and Shirai (Eds.) 2002. The L2 Acquisition of Tense-Aspect Morphology. pp. 417-453. Amsterdam: John Benjamins. Ganiyev, F. A. 1963. Vidovaja Kharakteristika Glagolov Tatarskogo Iazyka. Kazan‘. Gôkmen, S. 2004.Lexical aspect of child and adult language in Turkish and Korean. In: S.O. Lee, S.H. You, J.Y. Han and M.E. Gôkmen (Eds.) Inquiries into Korean Linguistics I. Seoul: Thaehaksa Press. pp.77-99. Gôkmen, S. 2003. Çocuk dilinde hal tùrleri. Korea Journal of Islamic Culture 6, 153-232. Gôkmen and Lee 2002. Aspects of the acquisition of past tense and telic aspect in Turkish and Korean. Language Research 38, 1317-1347. Li, P. and Shirai, Y. 2000. The acquisition of Lexical and Grammatical Aspect. Berlin & New York: Mouton de Gruyter. Nasilov, D. M. 1978. Formy vyrajeniia sposobov glagol'nogo deistviia v altaiskikh iazykakh (v sviazi s problemoy glagol'nogo vida). In O. P. Sunik (ed.) Ocherki sravnitel'noi morfologii altaiskikh iazykov. pp. 88-177. Leningrad. 1336 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Olsen, Broman M.1999. Innateness and the acquisition of grammatical aspect via lexical aspect. Proceedings of the Boston University Conference on Language Development. Salaberry, R. & Shirai, Y. 2002. The L2 acquisition of tense-aspect morphology. In R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology, pp. 1-20. Amsterdam: John Benjamins. Slabakova, R. 2002. Telicity in Second Language. Philadelphia: John Benjamins Publishing Company. Salaberry & Shirai (Eds.) 2002. The L2 Acquisition of Tense-Aspect Morphology. Amsterdam: John Benjamins. Schamiloglu, U. 1996. Tùrk Dillerinde Yardımcı Fiiller Sorunu, Uluslararası Türk Dili Kongresi 1988, pp. 153-168. Ankara: Tùrk Dil Kurumu. Schônig, C.1984. Hilfsverben im Tatarischen: Untersuchungen zur Funktionsweise einiger Hilfsverbverbindungen. (Verôffentlichungen der Orientalischen Kommission, 35.). Wiesbaden: Steiner Smith, C. 1986. A speaker based view of aspect. Linguistics and Philosophy 9, 97-115. Smith, C. 1997. The Parameter of Aspect. 2nd ed. Kluwer Academic Press. Wertheim, S. 2003. Linguistic purism, language shift, and contact-induced change in Tatar. PhD. Diss. Berkeley: University of California. 1337 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 684 Title A name given to the resource Situation Types and Implications of Teaching Single Verb Versus Multiple Verb Constructions of Tatar to Turkish speaking Students in Higher Education Author Author Güney, Fatma Şahan Abstract A summary of the resource. The significance of verb semantics and aspectual distinctions of verbs within a specific language is obvious and relevant, as much to language acquisition (Andersen and Shirai 1996; Aksu-Koc 1978 and 1998; Gôkmen 2003 and 2004; Gôkmen and Lee 2002; Olsen 1999), as to second language acquisition (Bardovi-Harlig 1994a, 1994b, 1998 and 2000; Collins 2002; Salaberry & Shirai 2002; Slabakova 2002). Aspect, as opposed to time /tense is considered to be non-deictic (Comrie 1979: 1-3) and to involve three types of information, namely the lexical meaning of a verb, its argument and inflectional structure (Smith 1983, 1986 and 1997). Specifically, the situaiton types within aspect are important in foreign language teaching since, besides aspectual type of a single verb, the ways in expressing aspect, and in particular the situaiton types, also exhibit differences from one language to another. In Tatar, for instance, the situation types, besides other aspectual information, involve double or multiple verb constructions, which either identify or modify the aspectual type of a sentence. Both Tatar and Turkish are agglutinative languages having SOV word order, and belong to Turkic linguistic family. As opposed to Turkish which is mostly a language of single verb predicates, Tatar, though closely related to Turkish, heavily rely upon double or multiple verb constructions in order to make aspectual distincitions within clauses and distinctions of situation types in verb meaning. During the instruction of Tatar courses for more than 8 yeras, based on student homeworks, term papers and exam papers, I have observed that double verb constructions with aspectual post verbs is one point in learning Tatar grammar which students make most of their mistakes. In this paper, I am going to investigate if there are any meaningful differences between the levels of learning single verb constructions on one hand and double or multiple verb ones with aspectual post verbs on the other. In this regard, the preliminary findings point out to the fact that the learning of double/multiple verb constructions with aspectual post verbs by Turkish speaking students, who do not have paralel constructions in their native language, are less successfull in comparison to the learning of single verb perdicates. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/5f373d8b0bf0e5e4db1f67d0922a2e2a.pdf 84c4c42f4412e26c3778be8c586cb7be PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Two-Level Qazan Tatar Morphology Ercan Gökgöz Computer Engineering Department, Fatih University, Turkey ercangokgoz@gmail.com Atakan Kurt Computer Engineering Department, Fatih University akurt@fatih.edu.tr Kalmamat Kulamshaev Contempoary Turkish Dialects & Lieteratures Dept Fatih University, Turkey kkulamshaev@fatih.edu.tr Mehmet Kara Contemporary Turkish Dialects and Literatures Department Istanbul University, Turkey mehkara@yahoo.com Abstract: In this paper we present a two level description of Tatar Language. Tatar is a Turkic language and the official language of Tataristan. It is spoken by millions of people mostly in the world. We describe the Tatar orthography using two level rules of Koskenniemi. These orthographic rules governing the phonology of the language during word formation is essential to morphological parsing and generation. We then represent the Tatar morphotactics using finite state machines. The FSMs for nominal and verbal morphotactics describe in detail how the words of the language can be formed. The orthographic rules and morphotactics are implemented in the Dilmac Machine Translation Framework by encoding them in XML files in an language independent way. Key Words: Qazan Tatar morphology, orthographic rules, two-level morphology, finite state machines. Introduction Turkic languages are spoken by more than 200 million people in a vast geographic area stretching from Eastern Europe to China. Azerbaijani, Kazakh, Turkmen, Kyrghyz, Uzbek, Tatar, Uygur dialects are among the most spoken languages after Turkish. All Turkic languages except Turkish are computationally resource poor languages. Computational linguistics studies on these languages are very scarce. Turkish morphology was studied by Oflazer [101]. Turkmen morphology by Maxim et al. [90], and Tantug [91]. Azerbaijani by Ġlyas [92]. Tatar belongs the Idel-Ural (Volga-Urals) region of Kipchak subgroup of Turkic Languages [93]. Tatar, more specifically Tatar Turkish or Qazan Tatar, is the official language of the Republic of Tatarstan in Russian Federation. Tatar is spoken by more than 5 million people in Russia. There are about 10 million Tatars in Central Asia, parts of Europe and Turkey. Today Tatar language has 3 dialects: Western, Eastern and Middle. The middle dialect is spoken by Qazan Tatars. Tatars had used Arabic script until first quarter of 20 th century. Current Tatar alphabet is based on the Cyrillic alphabet with some additional letters. 90 M. Shylov, ―Dilmaç: Turkish and Turkmen Morphological Analyzer and Machine Translation Program,‖ Master‘s thesis, Fatih University, Ġstanbul Turkey, 2008. 91 Tantuğ, A. C., Adalı, E., and Oflazer, K. 2006. Computer analysis of the Turkmen language morphology. Advances in natural language processing, proceedings (Lecture notes in artificial intelligence), 4139 . pp. 186193. 92 Hamzaoglu, Ġ. 1993. Machine translation from Turkish to other Turkic languages and an implementation for the Azeri language. MSc Thesis, Bogazici University, Istanbul 93 Oner, M., 2007, (In Turkish) Tatar Turkcesi; Turk Lehceleri Grameri Ed., Ahmet Ercilasun, Akcag Publications, Ankara, Turkey. 428 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Turkic languages are agglutinative languages where many inflectional and derivational morphemes are attached to root to express syntactic and semantic information. These morphemes allow one to create potentially infinite number of words [94]. Tatar like other Turkic Languages is a resource poor language. Studies on Tatar morphology are virtually non-existent. Books and articles on this language is usually in Tatar or Russian, and not available in English [ 95]. In this study we aim to describe Tatar morphology from the computational linguistics perspective using twolevel model. The paper is organized as follows: In Section 2 the Tatar phonology will be described using two level orthographic rules. The orthographic rules describe the phonetic changes occurring when affixing morphemes to words. In Section 3 Tatar morphotactics will be described from computational point of view using Fine State Machines. In Section 4 conclusion and future work will be discussed. Orthographic Rules of Tatar Orthography specifies standardized path of writing system of the language. Orthography is produced by standardized orthographic rules, although sometimes includes ambiguities. These ambiguity is usually occurs in loanwords. These two level rules are describes phonologic events during word formation when morphemes are affixed to a stem or a root. The two levels are lexical and surface level of a word. Lexical level is a formulation of a morphological parsing of a word in a written text. In lexical level the root word and the sequence of morphemes affixed to are represented such as Noun + Plural + 1PersonPossesive. The surface level of a word is the word as it appears in the text. Parsing is the process of attaining of lexical level from the surface level of a word. The rules and meaning are given in Table 1. Table 1 Orthographic Rules Syntax a:b  lc_rc a:b  lc_rc a:b  lc_rc a:b / lc_rc Meaning Lexical a is realized as surface b, only when converion‘s left side equals to lc and the right side equals to rc Lexical a is always realized as surface b, when converion‘s left side equals to lc and the right side equals to rc Lexical a always and only realized as surface b, when converion‘s left side equals to lc and the right side equals to rc Lexical a is never realized as surface b when converion‘s left side equals to lc and the right side equals to rc Tatar Alphabet Tatar is written in Cyrillic alphabet. It is also written in unofficial Latin. In the past Tatars used Arabic script until the revolution in 1917. In this study we will use the following Latin Tatar alphabet consisting of 35 letters which 9 of is vowel given in Table 2. Vowels are a,e,ı,i,o,ô,u,ù,é. Consonants are b,v,g,d,n,j,z,h,y,k,l,m,y,u,y,a,p,r,s,t,u,f,x, ç,Ģ,ç,Ģ,c,ð. Table 2 Tatar Alphabet Cyril Latin Cyril Latin Cyril Latin Аа Әə Бб Вв Гг Кк 94 Aa Ee Bb Vv Gg Kk Ҥҥ Лл Мм Нн Ң Оо Üù Ll Mm Nn Ñ Oo Фф Һ Хх Цц Чч Шш Ff Hh Xx Ts ts Çç ġĢ Tatar Turkcesi; Prof. Dr. Mustafa Oner, Turk Lehceleri Grameri, Prof. Dr. Ahmet Ercilasun, Akcag, 2007. 95 Poppe, N. N. (1963). Tatar manual: descriptive grammar and texts with a Tatar-English glossary. Bloomington: Indiana University. 429 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Дд Ее Ёѐ Жж Зз Ии Й Dd Éé,yé Yo yo Jj Zz Ġy iy,Ġi Yy Өө Пп Рр Сс Тт Уу Öô Pp Rr Ss Tt Uw uw Щщ Ыы Іі Ээ Юю Яя ġç Ģç Iı Ġi Ee Yu yu Ya ya Tatar employs vowel harmony like other Turkic languages. Like other Turkic Languages Tatar has consonant softening, consolidation and harmony, assimilation, vowel conversion, vowel drop, vowel epenthesis, consonant duplication. Below are lexical meta morphemes used in two level rules: Consonants : C =(y,b,k,f,v,l,h,g,m,d,n,ç,Ģ,j,p,c,z,r,s,h,t) Vowels: V = (a,e,é,ı,i,o,ô,ù,u) Front Vowels: Vf = (e,i,é,ù,ô) Back Vowels: Vb = (a,ı,o,u) A = (a,e) H = (ı,é) I = (ı,i) U = (ù,u) L = (l,d) M = (m,n,ð) P = (p,b) G = (k,g) D = (d,t) 1. a : ı __ +:0 y The lexical a at the end of a word is converted to ı if the preceding affix starts with y. Lexical: sayra+y Surface: sayrı0y Lexical: sırla+ym Surface: sırlı0ym V(caw) VVI_TAORSH sayrıy (to be caw)(ôtmek) V(draw) VVI_TAORSH sırlıym (draw cavity lines)(oyuk çizgiler çizmek) 4. L:n  M+:0__Ar The lexical L is converted to n, if the word ends with m, ð or n, and the preceding affix is LAr Lexical: ùlen+LAr Surface: ùlen0ner N(grass)+NNI_PUL ùlenner (grasses)(otlar) Lexical: urman+LAr Surface: urman0nar 8. p:b  __+:0V N(forest)+ NNI_PUL urmanlar (forests)(ormanlar) The lexical p at the end of a morpheme is converted to b if the preceding affix starts with a vowel. Lexical: ùp+er Surface: ùb0er Lexical: kùp+rAk Surface: kùb0érek N(kiss)+ VVI_TAORSH ôper(kisses) N(more)+NNI_POSS3S kùbérek(more than)(daha çok) 9. D:t  [f|s|t|k|ç|Ģ|h|p]+:0__ If a word ending with f, s, t, k, ç, Ģ, h, or p is affixed with morpheme starting with D, then D is realized as t. Lexical: yeĢ+DAĢ N(age)+ NND_DAS 430 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Surface: yeĢ0teĢ yeĢteĢ(contemporary)(yaĢıt) Lexical: cinayet+DAĢ Surface: cinayet0teĢ N(murder)+ NND_DAS cinayetteĢ(accomplice) 11 A:a  C*VbC*+:0C*_C* The lexical A is converted to a if the preceding vowel is a back vowel to employ vowel harmony. Lexical: suw+LAr Surface: suw0lar N(water)+ NNI_PLU suwlar (waters) Lexical: kitap+DA Surface: kitap0ta N(book)+ NNI_LOC kitapta (in the book) 20. z:s  __+:0 s The lexical z at the end of a word is converted to s if the preceding affix‘s first letter is s. Lexical: toz+sız Surface: tos0sız N(salt)+ JND_SIZ tossız(without salt)(tuzsuz) Lexical: kùz+séz Surface: kùs0séz N(eye)+ JND_SIZ kùsséz(without eye) 21. r:0  __+:0g The lexical r at the end of a word is dropped, if the preceding affix starts with g. Lexical: kitirir+ge Surface: kitiri00ge N(bring)+ NVD_GA kitirige(to bring)(gôtùrmeye) Lexical: éçérér+ge Surface: éçéré00ge N(bring)+ NVD_GA éçérége(to bring)(içirmeye) Tatar Mophotactics Two-level morphology [ 96] have been applied to many languages. Tools to implement two-level morphology such as PC-KIMMO [97] is publicly available. It was originally applied to describe finite state Finnish morphology by Koskenniemi. A detailed description with an application to English is given by Antwort [ 98]. Two-level or finite state model later was applied to many languages such as Japanese [ 99], Korean [100], Turkish [101], Arabic [102], Mongolian [103]. All these languages except Arabic are related linguistically. They are Altaic languages. Like Ural languages of Finnish and Hungarian they are agglutinative. To our knowledge, Qazan Tatar morphology is not defined before. There is a work on Crimean Tatar [104]. 96 Koskenniemi, K., 1983, Two-Level Morphology: A General Computational Model of word-form recognition and production, Tech. Rep. Publication No. 11, Department of General Linguistics, University of Helsinky. 97 Karttunen L, 1983, PC-KIMMO: A General Morphological Processor. In Texas Linguistics Forum 22, pp.165-186. 98 Antworth, E.L., 1990, PC-KIMMO: A Two-level Processor of Morphological Analysis, Summer Instıtute of Linguistics, Dallas, TX. 99 Alam, Y.S., 1983, Two-level Morphological Analysis of Japanese, Texas Linguistics Forum 22, pp. 229-252. 100 Kim, D. B., Lee S. J., Choi, K.S., and Kim, G.C., 1994. A two-level morphological analysis of Korean. In Proceedings of the 15th conference on Computational linguistics - Volume 1 (COLING '94), pp. 535-539. 101 Oflazer, K. 1994, Two-level description of Turkish morphology, Literary and Linguistic Computing, Literary and Linguistic Computing Volume9, Issue2 pp. 137-148. 102 Arabic Finite State Morphological Analysis and Generation, In COLING-96, Cophenagen, pp. 89-94. 103 Jaimai, P., Zundui, T., Chagnaa, A., and Ock, C.Y., PC-KIMMO-based Description of Mongolian Morphology, International Journal of Information Processing Systems Vol.1, No.1, 2005 pp. 41-48. 104 Kemal Altıntas, 2000. Turkish to Crimean Tatar Machine Translation System. MSc Thesis, Bilkent University, Ankara 431 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo We describe Tatar morphology using finite state machines (FSM). A finite state machine, which in principal is a directed graph, consists of a set of states and a set of transitions among these states. Transitions are the edges of graph labeled with inflectional or derivational morphemes defining in what order those morphemes can be affixed to a word. The immediate states represent words and their part of speech tagging. The initial states represent the roots words from a lexicon and their part of speech such as noun, verb, adverb, adjective, etc. The final states represent words that cannot take any ore morphemes. We define the nominal, verbal and adverbial morphotactics of the language using this FSM model. In Figure 1 only a small portion of FSM is shown because of space limitation. +lHk, +lH, +çHk, +sHz, +çH, +DAş, +çHl, +şAr, +çA,+çAk,+çAn, +rAk, +GHlt, +nçH, +GH,kAy Noun +lH, + sHz +lAr +lArH Plural +Hm Possesive 1st Person Single +Hñ Possesive 2nd Person Single +sH,+H Possesive 3rd Person Single +bHz Possesive 1st Person Plural +gHz Possesive 2nd Person Plural +sH,+H Possesive 3rd Person Plural Figure 1 Nominal Morphotactis (Partially given) Conclusions We described Tatar morphology using the two-level morphology model and finite state machines. A number of two level orthographic rules are created to handle the conversion from surface to lexical level of a word during morphological parsing. Finite state machines for representing nominal and verbal morphotactics are given for Tatar. The model is being implemented in Dilmaç machine translation system . We conducted extensive testing of nominal and verbal Tatar conjugations. Our final objective is to implement a morphologic machine translation system between Tatar and Turkish. 105 58 Antworth, E.L., 1990, PC-KIMMO: A Two-level Processor of Morphological Analysis, Summer Instıtute of Linguistics, Dallas, TX. 59 Alam, Y.S., 1983, Two-level Morphological Analysis of Japanese, Texas Linguistics Forum 22, pp. 229-252. 60 Kim, D. B., Lee S. J., Choi, K.S., and Kim, G.C., 1994. A two-level morphological analysis of Korean. In Proceedings of the 15th conference on Computational linguistics - Volume 1 (COLING '94), pp. 535-539. 61 Oflazer, K. 1994, Two-level description of Turkish morphology, Literary and Linguistic Computing, Literary and Linguistic Computing Volume9, Issue2 pp. 137-148. 62 Arabic Finite State Morphological Analysis and Generation, In COLING-96, Cophenagen, pp. 89-94. 63 Jaimai, P., Zundui, T., Chagnaa, A., and Ock, C.Y., PC-KIMMO-based Description of Mongolian Morphology, International Journal of Information Processing Systems Vol.1, No.1, 2005 pp. 41-48. 64 Kemal Altıntas, 2000. Turkish to Crimean Tatar Machine Translation System. MSc Thesis, Bilkent University, Ankara 432 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 63 Title A name given to the resource Two-Level Qazan Tatar Morphology Author Author Gökgöz, Ercan Kurt, Atakan Kulamshaev, Kalmamat Kara, Mehmet Abstract A summary of the resource. In this paper we present a two level description of Tatar Language. Tatar is a Turkic language and the official language of Tataristan. It is spoken by millions of people mostly in the world. We describe the Tatar orthography using two level rules of Koskenniemi. These orthographic rules governing the phonology of the language during word formation is essential to morphological parsing and generation. We then represent the Tatar morphotactics using finite state machines. The FSMs for nominal and verbal morphotactics describe in detail how the words of the language can be formed. The orthographic rules and morphotactics are implemented in the Dilmac Machine Translation Framework by encoding them in XML files in an language independent way. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/644b0d5f2434f53401843baabdaafa24.pdf d7262acf465779277576c2c24f2471c6 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Eğitsel Oyunlar ve Etkinliklerle Yabancılara Türkçe Öğretim Yöntemi Aynur GÜRSOY International Burch University, Tùrk Dili ve Edebiyat Öğretmenliği Bôlùmù Yùksek Lisans Öğrencisi, aynurgursoy@hotmail.com Mustafa ARSLAN Yrd. Doç. Dr. Ġnternational Burch University, Tùrk Dili ve Edebiyat Öğretmenliği Bôlùmù, Öğretim Üyesi, marslan@ibu.edu.ba Özet: Bu çalıĢma, yabancılara Tùrkçe ôğretiminde eğitsel oyun ve etkinliklerin kullanım yôntemlerini açıklamaktadır. Yabancı dil ôğretiminde konuyla ilgili materyal taranmıĢ ve yabancılara Tùrkçe ôğretiminde kullanılması dùĢùnùlen yôntemlerin uygulama Ģekilleri belirlenmiĢtir. Eğitsel oyunların yabancılara Tùrkçe ôğretiminde ôğrenci motivasyonunu sağlaması ùzerinde de durulmuĢtur. Makalede elde edilen veriler değerlendirilmiĢ ve yabancılara Tùrkçe ôğretiminde eğitsel oyun ve aktiviteler bir plan çerçevesinde sunulmuĢtur. Yabancılara Tùrkçe ôğretirken ôğrenci dikkatini sağlamada problem yaĢayanlara bir fikir vermesi bakımından bu araĢtırma ônemlidir. Anahtar Kelimeler: Yabancılara Tùrkçe ôğretimi, Eğitsel oyunlar ve etkinlikler, yôntem, motivasyon. GiriĢ Öğrenilen dilin kullanılabilir bir dil olması o dilin bùtùn dil becerileri ile yeterince ele alınmasına bağlıdır. Yabancı dil ôğretiminde geçmiĢten bu yana sùrekli yeni kuramlar, yôntemler ve metodlar geliĢtirilerek dilin dôrt temel becerisi dinleme, konuĢma, okuma, yazma paralel olarak yùrùtùlmelidir (Demirel, 2000). Dil ôğretenin becerisi ve elinde yeterli yôntem ve materyallerin bulunması da bu verimliliği artırmaktadır (Tarcan, 2004). Oyunla yabancı dil ôğretimi bu temel becerilerin hepsini içine almalıdır. Oyunla yabancı dil ôğretimi gùnùmùzùn en isteklendirici metotlarından biridir. Yabancı dil ôğretimine çocuk yaĢlarda baĢlanması gerekliliği oyunla yabancı dil ôğretiminin ônemini ortaya koymaktadır. Dùnyada en çok konuĢulan Ġngilizcenin oyunla ôğretimine yônelik çok farklı etkinliklerden oluĢan geniĢ bir havuzu vardır. Tùrkiye‘nin son yıllarda yurt dıĢında çok gùçlù kùltùrel, sosyal, ekonomik vb. iliĢkiler kurmaya baĢlaması Tùrkçenin de yabancılar tarafından ôğrenilmesini sağlamıĢtır. Ancak Tùrkçenin ôzellikle çocuklara bakan yônùyle yabancı dil olarak ôğretiminde oyun tarzı materyal ve yôntem problemleri olduğu bir gerçektir. Yabancılara Tùrkçe ôğretiminde ôğrenci oyunun içinde olmalı ve deneme yanılma yoluyla yaparak, yaĢayarak konuyu kavramalıdır. Bununla ilgili yapılan bir araĢtırmada bu sôzù doğrular niteliktedir. Yalın (2006, 21) kitabında, Dale‘ nin YaĢantı Konisi‘nde belirlediği modele gôre ele alınan araĢtırma sonuçlarından bahsetmektedir. Teksas Üniversitesinde yapılan bu araĢtırma sonuçlarında; hem gôrùp hem iĢittiklerin % 50‘ sini, sôylediklerin %70‘ini, yapıp sôylediklerinin % 90‘ını hatırlamaktadırlar. Bundan dolayı oyun etkinlikleri ile Tùrkçe ôğrenen ôğrencinin ôğrenme sùrecine aktif olarak olarak katılımı sağlanacaktır. Kùltùr, bir toplumu oluĢturan değerlerdir. ―…Dil, kùltùrùn aynasıdır ‖ (Aksan,1977). Bayyurt (2009) ôğrencilere o dilin konuĢulduğu ùlkenin ve insanlarının kùltùrù ile ilgili bilgi vermek gerektiğini savunmaktadır. Yabancı dil ôğretiminde ayrılıklar yerine kùltùrel benzerlikler ôn plana geçmeli diyen Demircan (2005), hiçbir ders bir oyunun sağladığı doğru ve doğal diyaloğu ve ôteki etkinlikleri sağlayamaz, demektedir. Bu anlamda geleneksel Tùrk çocuk oyunları materyal açısından YTÖ (Yabancılara dil olarak Tùrkçe Öğretimi) yapanlara kolaylık sağlayacaktır. YTÖ‘ nde oyunlar sınıf içi etkinlik ve sınıf dıĢı etkinlik olarak iki gruba ayrılabilir. Eğitsel oyunlar daha çok sınıf içi etkinlikler Ģeklinde ele alınmalıdır. YTÖ‘ de iĢlenen konuların pekiĢtirilmesini sağlayan eğitsel oyunlar her temel seviyede kullanılabilecek etkinlikler ve iletiĢim deneyimi olarak uygulanmalıdır. AĢağıda eğitsel oyunlar alt baĢlıklarıyla sıralanmıĢ ve bu çalıĢmada açıklanmaya çalıĢılmıĢtır. 177 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Eğitsel Oyunlar 1. ĠletiĢim Oyunları 2. Gramer Oyunları 3. Telaffuz Oyunları 4. Geleneksel Tùrk Oyunları 1.Eğitsel Oyunlar Öğrencilerin birbirleriyle Tùrkçe iletiĢim kurmalarını sağlamak amacıyla eğitsel oyunlara baĢvurulmalıdır. Eğitsel oyunlar, ôğrenilen bilgilerin pekiĢtirilmesi ve ôğrencilerin kendilerini rahat ifade edebilmeleri açısından ônemlidir. Bu oyunlar eğlendirici olması sınıf içi etkinliklere canlılık getirmektedir. Eğitsel oyunları uygularken dikkat edilmesi gereken konu, oyunların doğru olarak seçilmesi ve bir amaca yônelik olmasıdır. Eğitsel oyunlarda ôğretmen sùrekli kontrol etmelidir. Kuralların tam anlaĢılması için gerekirse ana dilde açıklamalar yapmalıdır. Bu oyunlara sınıftaki herkesin aktif olarak katılımı sağlanmalıdır. Öğretmen bu oyunlara çok dikkatli bir hazırlık yapmalı ilginç, kolay ve cazip oyunları uygulatmalıdır. Herkesin seviyesine ve yeteneğine gôre uygulanabilecek oyunlar araĢtırılmalıdır. Demirel (1993) eğitsel oyunlara ders saatinin beĢ ya da on dakikasının ayrılmasını ve bu etkinliklere dersin ortasında veya sonunda yer verilmesini ônermektedir. 1.1 ĠletiĢim oyunları Bu oyunlara sınıf içi etkinliklerde bùtùn ôğrencilerin katılımı sağlanmalıdır. TanıĢma, Nasılsınız? Alfabe, Harflerini söyle vb. gibi iletiĢim oyunları temel seviye YDT ôğrenenlere, uygulanabilecek en ônemli etkinliklerdir. 1.1.1 TanıĢma Öğrencilerden adlarını ve soyadlarını iki kùçùk kağıda yazmaları istenmelidir. Ġsimlerden birini sıralarına, diğerini de bir kutuya koymalıdırlar. Daha sonra ilk sıradan baĢlayarak ôğrencileri ôğretmen masasına çağırıp isim çektirmelidir. Öğrenci, çektiği ismin sahibini bulup kağıdı ona vermelidir. Bulduğu kiĢinin aradığı kiĢi olup olmadığından emin olmak için: Senin adın ne? Benim adım... Öğrenciler bu diyaloglarla ôğrenilen dilin ilk konularını pratikte uygulama fırsatı bulurlar (Kılıçaslan, 2008). 1.1.2 Nasılsınız? Etkinliğin amacı nasılsınız? sorusunu ve cevabını ôğretmektir. 1-Nasılsınız? kelimesinin harfleri A-4 kağıdına tek tek yazılarak sınıftaki ôğrencilere dağıtılmalıdır. Otuz saniye içerisinde ôğrencilerden nasılsınız? kelimesini tahtanın ônùnde sıraya geçerek oluĢturmaları sağlanır. 2-Sınıfa kùçùk bir top getirilmelidir. Top ôğrencilerden birine rastgele atılmalı ve o ôğrenciye nasılsın? diye sorulmalıdır. Cevap alındıktan sonra, elinde top olan ôğrenci topu baĢka birisine atmalıdır. Topu yakalayan ôğrenci; nasılsın? diye sorar ve oyun zincirleme olarak devam ettirilir. Öğrenciler bu aktivite ile eğlenerek hedef dildeki sesleri daha iyi tanımıĢ olurlar ve konuĢma becerileri geliĢtirilir. 1.1.3 Alfabe Temel seviyede alfabeyi pekiĢtirmek amacıyla kavratmak için bùtùn sınıfa uygulanması gerekli bir aktivitedir. Harfler ve harflerle baĢlayan kelimeler verildikten sonra bir kutuya alfabenin harfleri yazılarak konmalıdır. Öğrenci kutudan bir harfi rastgele çekmeli ve çıkan harfi okumalıdır. Hatırlayabilirse o harfle 178 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo baĢlayan yeni bir kelime sôylemelidir. Öğrencilerin Tùrkçedeki harfleri ve kelimeleri daha iyi tanımaları bakımından bu etkinlik uygulanabilir (MEGEP, 2007a). 1.1.4 Harflerini Söyle Alfabeyi kavratmak için 8-10 kiĢilik kùçùk gruplara uygulanabilecek bir oyundur. Oyuna baĢlamadan ônce sınıfın ônceden ôğrendiği kelimelerin listesi çıkarılmalıdır. Liste tamamlandığında, 10 ôğrenci seçilmeli ve eĢit sayıda iki takım oluĢturulmalıdır. Ġki takım sınıfın ônùnde ve karĢı karĢıya durmalıdır. Geri kalan ôğrenciler oyunu takip ederler. Listeden seçilen ilk kelime birinci takımın ilk oyuncusuna sôylenmelidir. Öğrenci kendine sôylenen kelimenin harflerini teker teker yùksek sesle sôylemelidir. Kelimenin harflerini doğru sôylemeyi baĢarırsa ayakta durmaya devam edecektir. Sonra ikinci takımın ilk oyuncusuna farklı bir kelime sôylenmelidir. Öğrenci harfleri teker teker doğru sôyleyebilirse, ayakta durmaya devam edecektir. Kelimelerin harflerini yanlıĢ sôyleyen ya da yanlıĢ telaffuz eden ôğrenci yerine geçer. Öğrenilen dildeki seslerin doğru telaffuz edilmesi için bu aktivitelere zaman zaman yer verilmelidir. Örnek: Öğretmen: Ayakkabı Birinci ôğrenci: A-y-a-k-k-a-b-ı Öğretmen: Ġnek Ġkinci ôğrenci: Ġ-n-e-k (Ġzgôren, 1999a) 1.1.5 Zaman Makinesi Bu etkinlik ôğrencilerin hayal gùçlerini kullanarak konuĢmalarını sağlamaya yônelik bir oyundur. Öğretmen ôğrencilere, bir zaman makinasının icat edildiğini, bu zaman makinası yardımıyla geçmiĢe ve geleceğe gidilebilmelerinin mùmkùn olduğunu belirtmelidir. Öğrencilere, Ģimdi sizler de bu zaman makinası aracılığıyla isterseniz geçmiĢe isterseniz geleceğe gidebilirsiniz, Ģeklinde onları oyuna motive etmelidir. Öğrencilere biraz sùre vererek, zaman makinasıyla geçmiĢe ya da geleceğe gittiklerini hayal etmelerini sağlamalıdır. Sùre tamamlandıktan sonra ôğrenciler, kurguladıkları hayallerini anlatmalıdırlar. Bu aĢamada ôğretmen aĢağıdaki benzer soruları ôğrencilere yôneltmelidir. Örnek: Nereye gittiniz? Hangi yıla gittiniz? Kimlerle gôrùĢtùnùz? Gittiğiniz yerin ôzellikleri nasıldı? Hiç ùnlù birisine rastladınız mı? Bu aktivitede soru-cevap yôntemiyle Tùrkçe pıratik yapmaları sağlanmıĢ olur (Ġzgôren, 1999b). 1.1.6 Rüya Adası Oyunu Öğretmen sınıfta loĢ bir ortam oluĢturarak ôğrencileri uyumaya motive etmelidir. Öğrencilerin uykuya dalıp hayalen rùya gôrmeleri sağlanmalıdır. Öğretmen ônceden kurguladığı bir olayı rùyanın baĢlangıcı olarak ôğrencilerine anlatmalıdır. Örnek : 179 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo ġu an bir deniz kenarında yürüyorsunuz. GüneĢ en güzel haliyle ıĢıklarını denize aksettirmekte. Yüzünüze değip geçen serin bir rüzgarın hoĢluğu mutlu ediyor sizi. Suların Ģırıltısı, ağaçların hıĢırtısı, kuĢların cıvıltısı muhteĢem bir melodiymiĢçesine kulağınıza çalınıyor. Ve uzaklardan birinin sesi geliyor, kimin sesi acaba? diyerek ôğretmen, rùyanın devamını ôğrencilere anlattırmalıdır. Öğrencilerin, ôğrenilen dilde kendilerini bağımsızca ifade edebilmeleri bakımından bu tùrlù uygulamalara yer verilmelidir (Susùzer, 2006). 1.1.7 EĢini Bul Bu uygulamada sınıf ya da grup iki kısma ayrılmalıdır. Öğrencilere ùzerinde resimler olan kartlar dağıtılmalı ve ôğrenciler ellerindeki kartlarda bulunan resimlere gôre sınıfa sorular yônelterek aynı kartı tutan eĢini bulmaya çalıĢmalıdır. Bu resimler ôğrencilerin dil seviyelerine gôre basit veya karmaĢık olmalıdır. Örneğin, bir ôğrenci hayvanat bahçesi resminde hayvanları anlatabilir. Resimdeki yapıları, Ģekilleri ve renkleri Tùrkçe kelime ve Tùrkçe cùmlelerle tarif ederek kendi kartının benzerinin kimde olduğunu bulmaya çalıĢmalıdır. Öğrencilerin gôrdùğùnù ifade etme ve anlama becerileri bu tùr aktivitelerle pekiĢtirilmelidir ( MEGEP, 2007b). 1.1.8 Hikaye Anlatma Veya Tamamlama Resimli bir hikaye seçilmeli ve bu resimler ôğrencilere bôlùm bôlùm dağıtılmalıdır. Her ôğrenci kendi resmindeki hikaye parçasını anlatmalı ve bôylece hikayenin tamamı ortaya çıkarılmıĢ olur. Öğrenciler hikayenin sonunu merak edecekleri için sonuna kadar arkadaĢlarını dikkatle dinleyeceklerdir. Bu faaliyetle ôğrencilerin gôrdùklerini kendi cùmleleriyle anlatma ve konuĢma becerileri geliĢtirilir (Ġzgôren, 1999c). 1.1.9 Kelime Oyunları Yabancılara Tùrkçe ôğretiminin her aĢamasında yeni kelimelerle karĢılaĢılmaktadır. Yeni ôğrenilen kelimelerin kalıcılığını sağlamak için belli bir çerçevede sôzcùkler ôğretilmelidir. Örneğin, oyunla kelime ôğretimi ôğrencilerin dikkatlerini hedef kelime ùzerine çekecektir (Özbay ve Melanlıoğlu, 2008 ). Örnek :  Kelime Bulma: Sınıf gruplara ayrılmalı bu grupların sayısı en az iki olmak kaydıyla daha fazla da olabilir. Kağıtlara yazılan bazı Tùrkçe kelimeler bir torbanın içerisine konmalıdır. Gruplardan birer temsilci ôğrenci çağrılmalı ve her ôğrenci torbadan bir kağıt çekmelidir. Çektiği kağıtta yazan kelimeyi ôğrenci mimik, jest ve beden dilini de kullanarak anlatmaya çalıĢmalıdır. Ġlk cevap verme hakkı ôğrencinin kendi grubundadır. Sôzcùğù bilememeleri durumunda cevap verme hakkı diğer gruplara geçer. Bilen grubun hanesine ônceden belirlenen puan yazılır. Bu etkinlikle ôğrencilerin konuĢma becerileri geliĢtirilmiĢ olur ( Karatay, 2007).  Zıt Kelimeyi Bulma: Sınıf, gruplara ayrılmalıdır. Zıt anlamlı Tùrkçe kelimelerin yazıldığı kartlar masanın ùzerine dizilmeli ve her gruptan bir ôğrenci seçilmelidir. Seçilen ôğrenci kartlardan herhangi birini açmalıdır. Örneğin oyuncunun açtığı ilk kartta uzun yazıyorsa ikinci kartta zıt anlamlısı olan kısa sôzcùğùnù bulmak zorundadır. Bu etkinlik ôğrencilerin sôzcùk dağarcığını zenginleĢtirir ( Özerk, 2009 ).  Üç Harfli Kelime Oyunu: Öğretmen tarafından tahtaya kaldırılan ôğrenci ùç harfli bir kelime dùĢùnmeli ve sınıftan istediği bir kiĢiye dùĢùndùğù bu kelimeyi sôylemelidir. Seçilen bu ôğrenci ùç harfli kelimenin her harfiyle baĢlayan ayrı ayrı ùç yeni kelime tùretmeli ve belirlenen sùre içerisinde bu kelimeleri telaffuz etmek zorundadır. Aksi halde tahtada ki ôğrencinin yerine geçmek durumundadır. Örneğin tahtaya kalkan ôğrencinin dùĢùndùğù kelime muz olsun. Seçilen ôğrenci muz kelimesindeki harflerle baĢlayan yani masa, uçak, zil gibi sôzcùkleri verilen sùre içerisinde sôylemeye çalıĢmalıdır. Bu etkinlikle ôğrencilerin sôzcùkleri doğru telaffuz etme becerileri geliĢtirilir (Yalın, 2005). 1.2 Gramer Oyunları Öğrenciler genellikle gramer konularını ôğrenirken isteksiz davranırlar. Bu uygulamalardaki amaç gramer konularını ôğrencilerin sıkılmadan ôğrenmelerini sağlamaktır. 180 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1.2.1 Nazlı‘nın Kedisi Oyunu Sıfatların ôğretiminde ôğrencilerin ilgilerini çekebilecek uygulamalardan biridir. Öğretmen, ôğrencilerin oyunu anlamaları bakımından bir ôrnekle etkinliği açıklamalıdır. Sôzgelimi ôğretmen ôğrencilerine; ġimdi size Nazlı‘nın kedisiyle ilgili bir cümle söyleyeceğim. Size söylediğim bu cümlede Nazlı‘ nın kedisinin bir özelliği belirtilmektedir. Sizler benim söylediğim özellikten haraket ederek aynı harfle baĢlayan Nazlı‘nın kedisiyle ilgili baĢka özellikler söylemelisiniz Ģeklinde açıklamada bulunmalıdır. Öğrencilerin ôn bilgilerine dayanılarak kelime hazinelerindeki sôzcùkleri aktif hale getirmek ve sôz dağarcığına yeni kelimeler eklemek suretiyle sôzlù anlatım becerileri geliĢtirilir (Yılmaz ve Yaman, 2002). Örnek :      Nazlı‘ nın kedisi çok zeki bir kedidir diyerek cùmlesini kurar. Öğrenciler de z harfiyle baĢlayan ôzellikle Nazlı‘nın kedisini nitelendirirler. Sôzgelimi ôğrenciler: Nazlı‘ nın kedisi çok zarif bir kedidir. Nazlı‘ nın kedisi çok zalim bir kedidir. Nazlı‘ nın kedisi oldukça zayıf bir kedidir. Nazlı‘ nın kedisi züğürt bir kedidir. 1.2.2 KomĢuna Mesaj Gönder Cùmle kurma becerisinin kazandırılmasına yardımcı olabilecek bir aktivitedir. Öğretmen, ôğrencilere sayısı 6-10 arasında değiĢen harfler vermelidir. Öğrencilerden bu harfleri kullanarak cùmleler yazmasını istemelidir. Öğrenciler, kendilerine verilen harfleri kullanarak bu harflerle baĢlayan kelimelerden cùmleler oluĢturmalıdırlar. Yazdıkları bu cùmleleri yanlarındaki arkadaĢlarına vermelidirler. Kendilerine mesaj gelen ôğrenciler, sırayla ayağa kalkarak mesajlarını okumalıdırlar. Bu oyunda amaç ôğrencilerin cùmle kurgusunu kavramalarını sağlamak ve cùmle kurma becerilerini geliĢtirmektir (Ġzgôren, 1999d). 1.3 Telaffuz Oyunları Yabancı dil ôğretiminde telaffuz uygulamaları ônemli yer tutmaktadır. Çùnkù o dili doğru konuĢabilme ve sôylenenleri anlayabilme telaffuz ôğretimiyle ilgilidir. Öğrencilerin konuĢma becerileri geliĢtirilirken ùzerinde ôzellikle durulmalıdır. Vurgulama ve tonlama olan telaffuz ôğretiminde ôzellikle temel seviyede gereken ônem verilmelidir. Telaffuz ôğretiminde ôğrencilerin dikkatlerini çekebilmek için oyun kaynaklı uygulamalara yer verilmelidir. Bu uygulamalarla ôğrenciler Tùrkçenin ses yapısını daha iyi kavrarlar. 1.3.1 Mini Bingo Bu uygulamada ôğretmen ôğrencilerine renkli kartlara yazılmıĢ olan kelimeler dağıtmalıdır. Bu sôzcùkler okunuĢları birbirine yakın Tùrkçe sôzcùklerden oluĢmalıdır. Öğretmen bu sôzcùkleri okumalı ve kartlarında bu sôzcùkler bulunan ôğrenciler, o sôzcùğù kapatmalıdır. En çok bingo yapan ôğrenci baĢarılı sayılır. Bu etkinlikle ôğrencilerin Tùrkçe kelimeleri daha iyi tanıma becerileri geliĢtirilir (MEB Talim ve Terbiye Kurulu BaĢkanlığı, 2006). 1.3.2 Kulaktan Kulağa Oyunu Bu aktivitede ôğretmen, ilk sırada oturan ôğrenciye diğer ôğrencilerin duymayacağı Ģekilde bir kelime fısıldamalıdır. Bu ôğrenci kendisinden sonra gelen ôğrenciye sôzcùğù duyduğu Ģekliyle doğru telaffuz ederek 181 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo sôylemelidir. Kelime bu Ģekilde kulaktan kulağa sınıftaki bùtùn ôğrenciler tarafından tekrarlanmalıdır. Sondan baĢa doğru ôğrenciler duymuĢ oldukları kelimeyi sesli olarak sôylemelidirler. Bôylelikle kelimenin hangi ôğrenci tarafından değiĢtirildiği ortaya çıkacaktır. Kelimeyi yanlıĢ aktaran ôğrenci sıranın en sonuna geçirilerek cezalandırılır. Öğrencilerin Tùrkçe kelimeleri doğru telaffuz etmelerine bu tùr etkinlikler yardımcı olur (Fikret Okulları, 2010). 1.3.3 Tekerlemeler Öğrencilerin hızlı ve anlaĢılır konuĢmalarını sağlamak için tekerlemelerden faydalanılmalıdır. Bu sebeple ôğrencilerin Tùrkçeyi doğru kullanmalarını sağlamak için onlara tekerlemeler ôğretilmelidir. Tekerleme aktiviteleri ile Tùrkçe kelimelerin doğru ve anlaĢılır telaffuzu gerçekleĢtirilir. Öğretmen, sınıfın seviyesine ve ôğrencilerin dil becerilerini geliĢtirmeye uygun ônceden belirlediği bir tekerlemeyi kendi sôylemelidir. Öğrencilerin, bu tekerlemeyi doğru bir Ģekilde sôylemeleri için baĢta onlara yardımcı olmalıdır (Hisar, 2006). Örnek: -ġu kôĢe yaz kôĢesi, Ģu kôĢe kıĢ kôĢesi, ortada su ĢiĢesi. -Bir berber bir berbere bre berber gel beraber berberistanda bir berber dùkkanı açalım diye bar bar bağırmıĢ. -ġu yoğurdu sarımsaklasak da mı saklasak, sarımsaklamasak da mı saklasak? -ĠbiĢle MemiĢ mahkemeye gitmiĢ, mahkemeleĢmiĢler mi, mahkemeleĢmemiĢler mi? 1.3.4 Bilmeceler Bilmeceler, Tùrkçe sôzcùklerin çok anlamlılığını yansıtan dilsel oyunlardır. Bilmecelerde ki çarpıcı benzetmeler ve buluĢlar onları ilginç hale getirmektedir. Bu dilsel ùrùnler Ģiirsel bir anlatımla ôğrencileri bir zeka oyununa çağırır. Öğrencilerin bilgilerini yoklar, kelimeler arasında anlamsal iliĢki kurmalarını sağlar. Yabancılara Tùrkçe ôğretiminde bilmece etkinliği orta ve ileri seviye ôğrencilerine uygulanmalıdır. Çùnkù bu seviyelerdeki ôğrencilerin kelime hazineleri ve Tùrkçeyi kullanma becerileri geliĢmiĢtir (Gôçer, 2010). Örnek: Ġnim inim inler. Bin kiĢi dinler. (Davul) Altı pınar içilir. Üstù çayır biçilir. (Koyun) Arka arkaya ikizler. Biri diğerini izler. (Tren) 1.4 Geleneksel Türk Oyunları Çocuk oyunları iletiĢim bağlamında oluĢturulan sosyo-kùltùrel gôsterimlerdir. Geleneksel Tùrk çocuk oyunların oluĢturulmasında belli kalıp oyunlardan yararlanılabilir. Çocukların oyunlarla ilgili bilgileri kolayca hatırladıkları ve oyunlarını oynadıkları gôzlenmiĢtir (Özdemir, 2006a). Oyun oynayan YTÖ deki ôğrenci duygu, dùĢùnce ve hayallerini rahat bir Ģekilde açıklayabilmek ve tecrùbelerini anlatabilmek, tahminde bulunabilmek, olayları ve durumları açıklayıp yorumlayabilmek, problemlerin çôzùlmesinde ôneriler ùretebilmekte dilini etkin bir Ģekilde kullanabilmeyi ôğrenir. Geleneksel Tùrk oyun tùrleri de çocukların ve yetiĢkinlerin dil geliĢmelerine yardımcı olmak amacıyla sôzlù gelenekte oluĢturulmuĢtur. Ancak geleneksel oyun tùrlerinde içlerinde tekerleme, mani, Ģarkı sôzù, Ģiir gibi sôzlù oyunlar olan oyunlar seçilip sınıflandırılıp YTÖ de kullanılmalıdır. 182 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Zengin bir yelpazesi olan geleneksel Tùrk sôzlù oyunları, materyal açısından YTÖ yapan ôğretmenlere bùyùk yardımı olacaktır. Bununla ilgili olarak ayrı bir sınıflandırma yapılabilir. Bunlardan bazıları Ģu Ģekilde ele alınabilir. 1.4.1 ġöyleĢmeli Oyunlar Örnek: ÜĢüdüm üĢüdüm oyunu Oyun, iki takım halinde oynanır. Takımın oyuncuları kol kola girerler ve aĢağıdaki Ģekilde sôyleĢerek birbirlerine gidip gelirler. KonuĢmanın sonunda konuĢmayı baĢlatan takımın yôneticisi, beğendiği rakip oyuncalarından birinin yanına gidip onun alnına eliyle dokunur. Bu çocuk, diğer takıma geçer. Aynı hareket diğer takımın yôneticisi tarafından tekrarlanır. Bùtùn çocukların takım değiĢtirmesiyle oyun sona erer. ÜĢùdùm ùĢùdùm, a benim canım ùĢùdùm. Kùrkùnù giy, kùrkùnù giy, a benim canım kùrkùnù giy. Kùrkùm yok, kùrkùm yok, a benim canım kùrkùm yok. Alsana, alsana, a benim canım alsana. Param yok, param yok, a benim canım, param yok. Çalsana çalsana, a benim canım, çalsana. Asallar, keseller, en gùzelini seçerler (Özyedekçi, 1947). 1.4.2 SayıĢmacalı Oyunlar Örnek: Çatlak Patlak Oyunu Oyuna katılan çocuklar bir daire oluĢturup her iki ellerinide dairenin içine doğru uzatırlar. Çocuklardan biri aĢağıdaki sayıĢmacayı sôyler. SayıĢmacanın her kelimesinde oyuncu yanındaki oyuncunun eline eliyle vurur. SayıĢmacanın son kelimesini sôyleyen çocuk, yanındakinin elini vurduğu takdirde, eline vurulan çocuk, oyundan çıkar. Oyunun sonuna kadar, vurulmayan çocuk oyunun birincisi kabul edilir. Çatlak patlak Yùsyuvarlak Kremalı bôrek Sùtlù çôrek Çek yavrum çek Amanın dostlar çek Elini çekmeden çek Çek çek amca Burnu gonca Benden sana Bir tabanca (Oğuz, 1992a) 1.4.3 Ezgili Oyunlar Örnek: Yağ Satarım Bal Satarım Oyun 10 ile 15 yaĢ arasındaki çocuklar tarafından oynanmaktadır. Ebe halka Ģeklinde oturmuĢ çocukların çevresini sekerek dolaĢırken Ģu tekerlemeyi sôyler. ―Yağ satarım bal satarım. 183 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Ustam ôlmùĢ ben satarım. Ustamın kùrkù sarıdır. Satsam 15 liradır. Zambak zumbak dôn arkana iyi bak‖. Ebe, tekerleme esnasında elindeki mendili çocukların birinin arkasına atar. Arkasındaki mendili eliyle yoklayarak bulan çocuk, halkanın etrafında en az beĢ kez dolaĢarak ebeyi yakalamaya çalıĢır. Ebenin oyuncunun kalktığı yere oturması gerekir. Aksi halde yeni ebe o olur. Oyun bôyle devam eder (Oğuz, 1992b). 1.4.4 Zeka Oyunları Örnek: Soru: Evin bahçesinde bir topal kaz otluyormuĢ. Bu sırada gôkte bir kaz sùrùsù geçiyormuĢ. Topal kaz yukarıdakilere ―hey kazlar, kazlar, yùzler kazlar‖ diye seslenmiĢ. Havadaki kazlarda ―biz yùz kaz değiliz, bizim kadar daha olsa, yarımız kadar daha olsa, yarımızın yarısı kadar daha olsa ve birde sen olsan, o zaman yùz kaz oluruz. Havada kaç kaz varmıĢ? Cevap: Havada otuzaltı kaz varmıĢ. Havadaki otuzaltı kaza, yarısı on sekiz, onun yarısı dokuz, bir de topal kaz, toplam yùz kaz olur (Özdemir, 2006b). Yabancılara Tùrkçe ôğretiminde bu tùr oyunlar yardımıyla Tùrk kùltùrù, Tùrk edebiyatı ôğretilmiĢ olur. Tùrk dilinin zengin dil ùrùnleriyle yabancılar Tùrkçe ôğrenirken daha da iyi motive olacaklardır. Tùrk yazının yabancılar tarafından bilinmesi bakımından da yabancılara Tùrkçe ôğretiminde bu kaynakların kullanılması ônemlidir. Sonuç Öğrenme iĢlemine katılan duyu organlarının sayısı ne kadar fazla olursa ôğrenme daha doğru gerçekleĢir ve ôğrenilenlerin unutulması engellenmiĢ olur. Bu sebeple tùm uyarıcıları harekete geçiren etkinliklere, oyunlara yabancılara Tùrkçe ôğretiminde yeterince yer verilmelidir. Yabancı dil ôğrenirken unutmayı engelleyen en ônemli unsur ôğrenilenlerin kullanılması ve ôzellikle dil ôğrenen kiĢinin gùnlùk ihtiyaçlarına cevap veriyor olmasıdır. Öğrenilenlerin oyun içinde kullanılması ôğrencilerin dikkatlerini çekecektir. YTÖ‘nde temel seviyede eğitsel oyunlara daha fazla ağırlık verilmelidir. Eğitsel oyunlar kısa etkinlikler olduğu için ôğrencileri bıktırmaz. Rol alma ve dramatizasyon etkinlikleri ise daha çok orta ve ileri seviyede uygulanmalıdır. Modern yabancı dil eğitim anlayıĢı katılımlı bir eğitim anlayıĢı olduğu için ôğretmen merkezli eğitim anlayıĢını kabul etmez. Oyun etkinlikleri ile ôğrencinin katılımı aktif olarak sağlanır. Yabancılara Tùrkçe ôğretenler oyun eksenli materyalleri doğru ve yerinde kullanarak ôğrencileri motive etmelidirler. Yabancı dil olarak Tùrkçe ôğretiminde oyun aktivitelerini daha çok kullanmak için materyel geliĢtirilmelidir. Oyunlar; YTÖ yapan ders kitaplarında yeterince yer verilmemektedir. Öğretmenin becerisine ve ilgisine bağlı olarak oyun etkinlikleri YTÖ‘nde kullanılmaktadır. Her konu sonuna tasarlanması durumunda drama ve eğitsel oyunlar eklenebilir. Egitsel oyunlar olarak geleneksel Tùrk oyunların içinde ôzellikle 0-15 yaĢ grubu için zengin oyun çeĢitleri mevcuttur. Ancak bu oyunlar YTÖ içinde tekrar ele alınmalıdır. Özellikle içinde tekerleme olan saymaca, sôyleĢmece, ezgili ve zeka oyunlar uygulatılmalıdır. Bu Ģekilde eğlendirerek YTÖ de ôğrenciler daha çok motive edilecektir. 184 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Aksan, D. (1977). Her Yönüyle Dil: Ana Çizgileriyle Dilbilim, Tùrk Dili Kurumu Yayınları: 439, Ankara, Sayfa 55-65. Bayyurt, Y., vd. (2009). Yabancılara Türkçe Öğretimi. 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Tùrkçe Eğitiminde Kelime Hazinesinin Önemi, Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, Cilt.5, Sayı 1, Sayfa 142. Özdemir, N. (2006a). Türk Çocuk Oyunları, Akçağ Yayınları, Ankara, Cilt 2, Sayfa 439 Özdemir, N. (2006b). Türk Çocuk Oyunları, Akçağ Yayınları, Ankara, Cilt 2, Sayfa 435 Özerk, M. K. (2009). Türkçe Okuma Kitabım, Seviye 1, Öğretmen El Kitabı, Kolofon Yayınevi, Sayfa 7. Özyedekçi, K. (1947). Kayseri Çocuklarının Mahalli Oyunları, Erciyes, Sayfa 17 Susùzer, K. (2006). Oyun Yoluyla Fransızca Öğretimi, GÜ Sosyal Bilimler Enstitüsü Fransız Dili Eğitimimi Ana Bilim Dalı, Yùksek Lisans Tezi, Adana, Sayfa 49. Tarcan, A. (2004). Yabancı Dil Öğretim Teknikleri, Nobel Yayın, Ankara, Sayfa 10. Yalın, A. vd. (2005). Haydi Kızlar Okula. Öğretmen El Kitabı, Ankara, Sayfa 109. Yalın, H. (2006). Öğretim Teknolojileri ve Materyal GeliĢtirme, Nobel Yayın Dağıtım, Sayfa 66. Yılmaz, E., Yaman, H., (2002). Niteleme ĠĢlevli Sıfatların Sınıflandırılması ve Bunların Öğretimi Ġle Ġlgili Yeni YaklaĢımlar, M.Ü, Atatürk Eğitim Fakültesi. Eğitim Bilimleri Dergisi, Sayı 16, Sayfa 19. 185 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 29 Title A name given to the resource Eğitsel Oyunlar ve Etkinliklerle Yabancılara Türkçe Öğretim Yöntemi Author Author GÜRSOY, Aynur Arslan, Mustafa Abstract A summary of the resource. Bu çalıĢma, yabancılara Tùrkçe ôğretiminde eğitsel oyun ve etkinliklerin kullanım yôntemlerini açıklamaktadır. Yabancı dil ôğretiminde konuyla ilgili materyal taranmıĢ ve yabancılara Tùrkçe ôğretiminde kullanılması dùĢùnùlen yôntemlerin uygulama Ģekilleri belirlenmiĢtir. Eğitsel oyunların yabancılara Tùrkçe ôğretiminde ôğrenci motivasyonunu sağlaması ùzerinde de durulmuĢtur. Makalede elde edilen veriler değerlendirilmiĢ ve yabancılara Tùrkçe ôğretiminde eğitsel oyun ve aktiviteler bir plan çerçevesinde sunulmuĢtur. Yabancılara Tùrkçe ôğretirken ôğrenci dikkatini sağlamada problem yaĢayanlara bir fikir vermesi bakımından bu araĢtırma ônemlidir. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/6880ae91dc48916aa0f8d01077690834.pdf 68a0e923ee502901e694baad8b657f9c PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Bosna-Hersek‘te Türkçe Hüseyin GÖNEL International Burch University Faculty of Education Turkish Language and Literature Department hgonel@ibu.edu.ba Özet: Bosna-Hersek‘te Tùrkçenin varlığı bu bôlgenin Osmanlılar tarafından fethedilmesine dayanır. Fetihten sonra devletin resmi dili olması ve din birliğinden dolayı Tùrkçe, varlığını artırarak sùrdùrmùĢtùr. Bu sùreçte Osmanlıların fetih, iskân, eğitim ve kùltùr politikaları ôzellikle etkili olmuĢtur. XIX. yùzyılın son çeyreğinden baĢlamak ùzere bôlgedeki Tùrk varlığı giderek zayıflamıĢtır. Tùrkçe ise varlığını az da olsa sùrdùrebilmiĢtir. Bu yazıda Tùrkçenin Tùrk-Ġslam kùltùrù çerçevesinde Bosna-Hersek‘te ilk varlık gôsterdiği dônemlerden baĢlayarak gùnùmùze kadarki durumu ele alınmıĢtır. Anahtar Kelimeler: Bosna-Hersek, Tùrkçe, Tùrk Kùltùrù, Tùrk Edebiyatı Turkish Language in Bosnia and Herzegovina Abstract: The presence of Turkish Language in Bosnia and Herzegovina dates back to the Ottoman invasion of the region. The fact that Turkish language was the formal language of the empire and the existence of religion union greatly increased the already existing popularity of Turkish Language. The Ottoman policy of housing, conquest, education and culture was especially influencial on this oricess. Since the last quarter of 19th century, Turkish presence gradually decreased in the region. Turkish language, however, managed to survive. This article aims to Turkish Language and its presence within the Turkish-Islamic cultural context from the early times of its emergence to our time. Key Words: Bosnia and Herzegovina, Turkish Language, Turkish Culture, Turkish Literature GiriĢ Coğrafî ve Tarihî Durum 1991 yılında bağımsızlığını ilan eden Bosna-Hersek doğu ve gùneydoğuda Sırbistan ve Karadağ, kuzey ve batıda ise Hırvatistan cumhuriyetleriyle çevrilidir. Bosna ismi aynı adı taĢıyan ırmaktan, Hersek ise Neretva Nehri havzası ve gùney bôlgeleri içine alan bôlgede XV. yùzyıl ortalarında Bosna kralına isyan ederek kendini ―St. Sava‘nın Herseki206‖ ilan eden Stjepan Vukcic Kosaca‘nın unvanından gelir (Djurdjev, 1992:297). Osmanlılara kadar Roma, Bizans ve yerli hanedanların hâkimiyetinde kalan bôlgeye ilk Tùrk akınları 1386 yılında baĢlar. 1392 yılında Üskùp‘ùn fethiyle birlikte artan Osmanlı nùfuzu Bosna Kralı II.Tvrtko‘nun Osmanlı hakimiyetini kabul etmesiyle sonuçlandı (1428-1429). 1463 yılında ise Fatih Sultan Mehmet‘in idaresindeki ordu Bosna‘yı fethetti. Fetihten sonra sancak haline getirilen bôlgenin merkezi Saraybosna oldu. Sancak merkezi daha sonra Banaluka‘ya taĢındı. Bosna askerî ve stratejik ônemi dolayısıyla 1580 yılında eyalet haline getirildi. 1639‘da eyalet merkezi Travnik‘e taĢındı. Bôlge Osmanlı dôneminde Bosna, Hersek, Klis, Ġzvornik, Kırka, Zacesne, Bihaç sancaklarından oluĢuyordu (Djurdjev, 1992:298; Emecen, 1992:296). 1878‘de Avusturya-Macaristan idaresine verilen Bosna-Hersek 1908 yılında resmen Osmanlı idaresinden çıktı. Bu tarihe kadar yaklaĢık 450 yıl sùren Osmanlı hâkimiyeti, BoĢnakların Ġslamiyeti seçmeleri yanında halkın gùndelik hayat tarzına kadar inen derin bir kùltùrel etkiye yol açmıĢtır. Osmanlılar tarafından kurulan veya geliĢtirilen yerleĢim yerleri birer Tùrk-Ġslam Ģehrine dônùĢmùĢtùr. Tımar sisteminin baĢarılı bir Ģekilde uygulanması ile sosyal ve iktisadî hayatta bùyùk değiĢiklikler meydana gelmiĢtir (Djurdjev, 1992:297, 298). 206 Herzeg=Dùk 630 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Bosna‘da Türk Varlığı Yukarıda bahsettiğimiz gibi bôlgeye Osmanlı akınları her ne kadar 14.yùzyılın sonlarında baĢlamıĢ olsa da gerçek anlamda Tùrk kùltùr ve varlığı ancak fetihten sonra kendini gôsterebilmiĢtir. Daha ônceki dônemlerde Karadeniz‘in kuzeyinden gelen Tùrk unsurunun dil, din ve kùltùr bakımından etkisinden bahsetmek çok zor olmakla birlikte, Ġslamî çerçeveli Osmanlı kùltùr hayatı ile mukayese edilemeyeceği de açıktır. Tùrkçe ve Tùrk-Ġslam kùltùrùnùn Bosna‘daki varlığını Osmanlı Ġmparatorluğu ekseninde değerlendirmek daha doğru olacaktır. Çùnkù Tùrkçe bir imparatorluk dili olarak bu topraklara gelmiĢtir. Özellikle Ġstanbul‘un fethinden sonra bir kùltùr ve sanat merkezi hùviyetine bùrùnen baĢkent, doğulu batılı herkesin dikkatini çekmiĢ ve beğenisini toplamıĢtır. Bosnalıların Ġslamiyeti kabulù ile birlikte devletin bir parçası haline gelen bu toplulukta Tùrkçe doğrudan konuĢulan, benimsenen bir dil olmuĢtur.207 Devlet dilinin Tùrkçe olması da doğal bir Ģekilde BoĢnak, Sırp ve Hırvatların bu dilden bazı alıntılar yapmaları ile sonuçlanmıĢtır. En azından çarĢı pazarda sùrekli artan Tùrk gôçmenlerle, devlet gôrevlileriyle anlaĢmak gibi ihtiyaçlarla gùnlùk dildeki bazı kelimeler, basit kalıplar kullanılmaya baĢlanmıĢ bôylece bu dillere de pek çok Tùrkçe kelime girmiĢtir.208 Tùrkçenin bôlgedeki varlığı yerli dillerin varlığını tehdit etmemiĢtir. Bu durumu bôlgede hâkim olmuĢ diğer devletlerle karĢılaĢtırmak yerinde olacaktır. Roma veya Bizans dônemlerinin Avrupa‘nın dil haritasında bùyùk değiĢiklikler yaptığı bilinmektedir.209 Mesela Roma Ġmparatorluğunun Akdeniz, Yakın Doğu, Batı ve Orta Avrupa‘nın bùyùk bir kısmı ve Balkanlarda tek bir siyasi kuvvet olarak hâkimiyet kurduğu 500 yıllık fùtuhat dôneminde Romalıların dili olan Latince, ônce Ġtalya‘daki kardeĢ dillerin yerini sonra ise Ġmparatorluğun Batı vilayetlerinde konuĢulan dillerin –Baskça hariç- yerini almıĢtır. Aynı zamanda Balkanlarda da kôk salmıĢtır. Bu sùreçte eski dillerin kaybolması ve yeni dillerin ortaya çıkması bùyùk halk hareketleri sonucunda değil, diller arasındaki temas ve alıĢveriĢlerin sonucudur. Yani Romalıların iĢgal ettiği vilayetlerin ahalisi aynı bôlgelerde yaĢamaya devam etmiĢtir. Yerli halkın çoğunluğu oluĢturmasına karĢın buralara gelen asker, memur, tùccar gibi elemanların konuĢtuğu Latince, yerli ahali tarafından gùnlùk ihtiyaçlar ve Roma kùltùrùnùn prestiji yùzùnden gittikçe benimsenmeye baĢlandı. Avrupa‘da bu sùreçte en ônemli etken Roma‘nın kùltùr ùstùnlùğù olmuĢtur (Hazai, http://www.osmanli.org.tr/yazi.php?bolum=7&id=200). Osmanlı Ġmparatorluğunda Anadolu ve Rumeli‘de gôrùlen TùrkleĢme, yerli halkın Tùrk dilini gittikçe benimsemesi ve bu sùrecin sonunda eski dilini unutmasından ziyade gôçmenlerin fetihler sonucunda bu bôlgelere yerleĢip yaĢamaya baĢlaması anlamına gelir. Tùrkler fetihlerle oluĢan yeni siyasi yapı içinde gerek kendi inisiyatifleri gerekse devletin iskân politikası sonucunda belirli bôlgelere gidip yerleĢmiĢlerdir. Buralarda Tùrkçe ile yan yana yaĢayan çeĢitli diller arasında çok taraflı bir temas ve alıĢveriĢ ortaya çıkmıĢ fakat bu durum eski dillerin kaybolmasına yol açmamıĢtır. Balkanların ĠslamlaĢmıĢ bôlgelerinde bile Pomaklar, BoĢnaklar, Arnavutlar kendi dillerini korumuĢlardır. Yùzyıllar sùren dil bağımsızlığına Anadolu‘dan da benzer ôrnekler verilebilir (Hazai, http://www.osmanli.org.tr/yazi.php?bolum=7&id=200). 207 XVI.-XVII. yüzyıllar içinde 22 Bosnalı sadrazam Osmanlı Devletinde görev yapmıştır (İsen, 1997d:519). Osmanlı idarî ve askerî sisteminde önemli bir yeri olan devşirme usulü gayr-i Müslimleri kapsardı. Müslüman tebaadan olan Boşnaklar için bir istisna yapılmış ve Müslüman olan Bosnalıların çocukları sadece saray ve Bostancı Ocağına alınmıştır. Rivayete göre Bosna halkının İslamiyeti kabullerinde n son derece memnun olan Fatih Sultan Mehmed, kendisinden bir dilekleri olup olmadığını sormuş; onlar da padişahın hizmetinde bulunmak istediklerini bildirmişler. Bunun üzerine Bosnalı çocukların da saray için devşirilmesi kanun olmuştur (Yakuboğlu, 2006:128). Devşirme çocuklara Türkçenin çok iyi öğretildiği bilinmektedir. Türk ailelerin yanına verilenler veya saray hizmetine alınanlar iyi derecede Türkçe bilirlerdi. Bu durumda başka diyarlara veya tekrar memleketine dönen bu insanların idarî ve askerî görevlerini ifa ederken Türkçe otomatik olarak devreye girmekteydi. Türkçenin bölgede varlık göstermesinin sebeplerinden biri de bu fiili durum olarak görülebilir. 208 Sırpça, Hırvatça ve Boşnakça’ya geçen Türkçe kelimelerle ilgili yapılan bazı çalışmalar şunlardır: 1.1818 yılında Vuka Stef. Karadžid’in “Sırpça Sözlük”ü (Srpski Rječnik) basılmıştır. Yazar bu sözlükte Türkçe kökenli olabileceğini düşündüğü kelimeleri bir yıldız ile belirtmiştir. 2. 1868 yılında Dr. Otto Blau tarafından, “Boşnakça- Türkçe Konuşma Kitabı” (Bosnisch-Türkische Sprachdenkmäler) isimli eser yayımlamıştır. 3.Yugoslav Bilim ve Sanat Akademisi’nin 1888 yılında bastırdığı Hırvatça ya da Sırpça Sözlükte çok sayıda Türkçe kelime mevcuttur. 4.1881 yılında Saraybosna’da “Bosna’da Türkçe Kökenli Kelimeler” (Turcizmi u Bosni) adında küçük bir sözlük bastırılmıştır. 5.1895 yılında ise “Bosna-Hersek Halkının Kullandığı Türkçe, Arapça ve Farsça Kelimelerin İncelenmesi” (Tumač Turskim, Arapskim i Persijskim Riječima Koje Narod u Bosni i Hercegovini Upotrebljuje) adlı bir çalışma yapılmıştır. 6. 1884 yılında Belgrad’da Đorđa Popovid’in “Dilimizde Kullanılan Türkçe ve Doğu Dillerinin Kelimeleri Sözlüğü” (Turske i Druge İstočanske Reči u Našem Jeziku) bastırılmıştır. 7. Franza Miklosich, araştırmaları 1884 yılında Viyana’da iki bölümde “Güneydoğu ve Doğu Avrupa Dillerinde Türkçe Kelimeler” (Die T ürkischen Elemente in den Südost-und Osteuropäischen Sprachen) adıyla yayınlanmıştır. Miklosich’in araştırmalarını Theodor Korsch “Slav Flolojisi Arşivi” (Ar chiv für Slavische Philologie) isimli gazetede (Berlin, Sayı 8 ve 9) eleştirisini yazmıştır. (Škaljid, 1965:17-18). Abdullah Škaljid tarafından 1965 yılında Saraybosna’da basılan “Sırpça-Hırvatça Dilinde Türkçe Kökenli Kelimeler” (Turcizmi u Srpskohrvatskom Jeziku) adlı sözlüğü bu alanda en kapsamlı ve yetkin çalışmadır. (Škaljid, 1965). 209 Doğu Avrupa, Roma ve Bizans dönemleriyle ilgili olarak sadece dil bakımından değil din bakımından da değişikliklere uğramıştır. Çünkü bölge o dönemde Roma ve Bizans arasında tampon bölge konumundadır ve bu iki devletin bölge üzerinde din merkezli üstünlük kur ma çabası söz konusudur. Bu konuda bölgeyle ilgili Graham E. Fuller’in “İslamsız Dünya” adlı eserindeki tespitine yer vermenin faydal ı olacağı kanaatindeyiz: “Doğu Avrupa’da Doğu-Batı rekabeti devam ederken Sırplar, Bulgarlar, Rumenler, Ruslar ve Arnavutluğun güneyindeki nüfus Ortodoksluğa geçirilmişti. Öte yandan Roma da boş durmayarak Polonyalılar, Çekler, Slovaklar, Hırvatlar, Slovenler ve Macarla rı Katolikliğe geçirmeyi başarmıştı. Varlıklarını günümüze kadar koruyan bu halkların din konusunda yaptıkları seçimler gelecekteki siyasî ve kültürel yönelimlerini de şekillendirecekti. Baltık Denizi ve eski Yugoslavya’dan Ege’ye kadar uzanan keskin bir Latin-Ortodoks fay hattının varlığından bugün de söz etmek mümkündür.” (Fuller, 2010:81). 631 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Osmanlı kùltùr hayatında çeĢitli dillerin yùzyıllar boyu birlikte yaĢadığı bilinen bir gerçektir. Dolayısıyla imparatorluğun pek çok bôlgesinde iki veya çok dilli bir yapı gôze çarpar. Bu durumda diller arasındaki temas ve alıĢveriĢ daha da kuvvetlenmiĢ olarak karĢımıza çıkar. Balkan dillerinde geniĢ yer kaplayan Tùrkçe alıntıların çokluğunun bu iki dillilikten kaynaklandığı açıktır. Burada asıl dikkat çeken husus Tùrkçeden gelen bu alıntılar Tùrkçe bilmeyenler için Tùrklerle anlaĢmada basit bir ortak dil / ortak ticaret dili (lingua franca) temelini oluĢturduğu gerçeğidir (Hazai, http://www.osmanli.org.tr/yazi.php?bolum=7&id=200). Mesela 1664 tarihinde Mostar‘ı ziyaret eden Evliya Çelebi Mostar halkının Tùrkçe, BoĢnakça ve Latince konuĢtuğunu bildirmektedir (Aruçi, 2005:296). Osmanlı toplumu gùnlùk konuĢma dili, din dili, edebiyat dili bakımından da doğal olarak çok dilli bir yapıya sahipti. Medreselerde eğitim alanlar Tùrkçe, Arapça ve Farsçayı bilmek durumundaydı. Özellikle Ġstanbul‘un fethinden sonra Tùrkçenin edebî dil olarak geliĢim gôstermesi ve 16.yùzyılda zirveye ulaĢması mùslùman olan hemen her halktan aydınların Tùrkçe yazması sonucunu doğurmuĢtur. Tùrk dilinin bu etkisi devletin bùtùn bôlgelerinde kendini gôstermiĢtir. Bu açıdan Bosna‘da Tùrkçe yazma geleneğinin sağlam bir temele dayandığı çok açıktır. Aslında bu durumun sebeplerini yine Ġstanbul‘un fethinde aramak yerinde olacaktır. Fetih sonrası yerli ahaliye din ve kùltùr serbestîsi verilmesi aynı zamanda dil bağımsızlığının da temelini oluĢturmuĢtur denilebilir.210 Osmanlılarda ġehir ve Kültür Osmanlı Ģehirleri karakteristik bir yapıya sahiptir. En kùçùk yerleĢim birimleri olan mahallelerden baĢlamak ùzere Ģehirlere kadar bùtùn yapı cami merkezlidir. Osmanlı Ģehirlerinde gôrùlen benzer sosyal ve kùltùrel yapıyı din birliğine bağlayan Mustafa Ġsen, bu birlikteliği ôzellikle Ģehirlerde gôzlemlemenin mùmkùn olduğunu vurgular. Ġsen‘e gôre Ġslam Ģehirde doğmuĢ bir dindir ve ibadetlerin çoğu cemaatle yapılır. Bu yùzden Mùslùman Ģehirlerin çekirdeğinde cami bulunur.211 ġehirler camiler etrafında kurulur. Ana yollar, çarĢı ve ôğretim kurumları cami merkezlidir. Yeni yerleĢim yerlerine ihtiyaç duyulduğunda da en kùçùk yapı birimi olan mahalleler bu usulle kurulur (Ġsen, 1997a:77-78; Ayrıca Osmanlı Ģehirlerinin teĢekkùlù hakkında bk. Halaçoğlu, 2007:154). Camilerin bu derece merkezde olmasının sosyal hayatla da bağlantısı vardır. Çùnkù Osmanlı toplumunda camiler sadece ibadet yeri değil aynı zamanda birer mektepti. Toplanma, karar alma ve devlet tarafından yapılan tebligatın da açıklanma yeriydi (Halaçoğlu, 2007:154). ―Yeni bir dùĢùnce, hayat anlayıĢı ve medeniyet getiren Ġslamî ôğreti, anlaĢılması, anlatılması ve yeniden yorumlanması için ilk dônemlerden itibaren camilerin yanında ve onlarla iç içe eğitim ôğretim merkezleri teĢekkùl ettirmiĢtir. Daha sonra medrese adını alacak olan bu kuruluĢlar yine daha sonra teĢekkùl edecek olan tekkelerle birlikte Ģehirlerin kùltùrel alt yapılarını oluĢturan baĢlıca kurumlardır. ġehir, coğrafî konumunun kendisine sağladığı olumlu imkânlar ya da bağlı olduğu uygarlığın kendisine olan ihtiyacı doğrultusunda siyasî ve ekonomik açıdan geliĢip serpilirken sôzù edilen kùltùrel kurumları da tesis eder.‖ (Ġsen, 1997a:78). Osmanlı kùltùr kurumlarının cami, medrese, tekke merkezinde Ģekillendiğine yukarına temas edilmiĢti. Bunların yanında çarĢı, hamam, kùtùphane vb. yerler, konumuna gôre değirmen, hastane, han ve kervansaraylar da eklenmektedir. Bu kurumlar ise varlıklarını vakıflar sayesinde sùrdùrmektedir. Vakıf geleneği Ģehrin imarından kùltùr hayatının devam etmesine kadar ônemli bir yere ve etkiye sahiptir. 212 Ġmaretler her milletten ve inançtan ihtiyaç sahiplerinin buralara akın etmesine; cami, mescit, medrese, tekke, tùrbe, zaviye, han, hamam, hastane, çarĢı, fırın, boyahane, salhane, su yolları ve kanalizasyon gibi eserler de Ģehirlere olan ilginin artmasına sebep olmuĢtur (Halaçoğlu, 2007:103). Bosna‘da Türkçe Osmanlı Tùrk kùltùrù ve edebiyatı siyasî hâkimiyetin olduğu her yerde gerek halk gerekse mùnevver zùmre arasında benimsenmiĢtir. Medrese ve tekkeler, idarî ve askerî gôrevliler, ilim adamları, tarikatlar ve mùntesipleri, Ģair ve edip askerler vasıtasıyla kùçùk bùyùk birçok merkezden geliĢerek yayılmıĢtır (Çelebioğlu, 1994:32). Saraybosna, Mostar, Öziçe vb. Ģehirler bunlara birer ôrnektir. Bosna‘da Tùrk-Ġslam kùltùrùnùn serpilip geliĢmesi her Ģeyden ônce BoĢnakların ĠslamlaĢmasıyla ilgilidir. Bir diğer ônemli nokta Bosnalıların Ġslamiyeti Tùrkler ve Tùrkçe ùzerinden tanımıĢ olmalarıdır. Bu 210 Buna benzer bir uygulama da Fatih Sultan Mehmed‘in Bosnalı Fransiskenlere verdiği emannâmedir. Camiler fonksiyonları bakımından Mùslùman bir topluluğun yaĢadığı her yerde bu bir ihtiyaç olarak gôrùlmektedir. Kule ve derbent gibi yol gùvenliğini sağlama ve gôzetleme gôrevi gôren kùçùk yerleĢim birimlerinden birine ait 1699 tarihli bir arĢiv belgesinde bu ihtiyaç: 1.Askerlerin Cuma ve bayram namazlarını kılmaları için, 2.Çocuklarına ilim ôğretmek için, 3.Ölùlerini defnetmek için (imam ihtiyacı) vb. sebeplerle bir cami ihtiyacı bildirilmektedir (Osmanlı Belgelerinde BosnaHersek, Belge no:135, 2009:482-483). 212 Osmanlı Sosyal yapısı içinde vakıflar, Ģehrin imarı, eğitim faaliyetleri ve sosyal dayanıĢma gibi ônemli hizmetler gôrdùğùne dair bilgi için bk. (Halaçoğlu, 2007:160-161). 211 632 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo durum bir sınır (uç) bôlgesi olması dolayısıyla ayrıca ônem arz etmektedir. Sùrekli gazâ ve fetihlerde bulunulan bu topraklar, zaman zaman baskına uğrayan, el değiĢtiren yerlerdeki maddî ve manevî gerilimin sosyal hayata tesir etmemesi dùĢùnùlemez.213 Osmanlılarda fethedilen yerlere Tùrk nùfusun yerleĢtirilmesi bir iskân politikası olarak uygulanmaktaydı. Tùrk gôçùyle birlikte kùltùr ve dil ôğeleri de gôç etmiĢ veya diğer bir ifadeyle fetihte bulunmuĢtur. Özellikle derviĢlerin boĢ ve tenha araziler ùzerinde kurdukları zaviyeler yine onların himmetleriyle bùyùk kùltùr, imar ve din merkezleri haline geliyordu (DerviĢler vasıtasıyla oluĢan yerleĢim birimleri hakkında ayrıntılı bilgi için bk. Barkan, 2008; Ġbrahim, 2008:693). Onlar tarafından kurulan tekkeler sosyal yardımlaĢma yanında birer imar ve iskân vasıtası, yol gùvenliği bakımından birinci derecede ônemli tesislerdir. Bu derviĢler aynı zamanda gônùllù olarak Tùrk dil ve dinini yaymaktaydılar. (Barkan, 2008:169, 190-191). Bu bôlgelerde evkaf kayıtlarından, vakfiyelerden anlaĢıldığına gôre Mùslùmanların yaĢadığı hemen her kôy ve kasabada bir tekkenin var olduğundan sôz etmek mùmkùndùr (Ġbrahim, 2008:693).214 Bu kurumları takiben bilim, kùltùr ve sanatın ilk temsilcileri bu topraklarda boy vermeye baĢlamıĢtır. Meseleye edebiyat tarihi açısından bakacak olursak bu merkezlerden yùzlerce Ģair ve yazar yetiĢmiĢ, Tùrkçemizi zenginleĢtirmeye devam etmiĢlerdir. Bunların içinde Tùrkçenin ses bayrakları sayılabilecek çok sayıda bùyùk sanatçı vardır (Ġsen, 1997d:515). Fetihten sonra Bosna Ģehir ve kasabalarından bùyùk bir geliĢme meydana geldi. Anadolu‘dan ve diğer yerlerden gelen gôçmenler vasıtasıyla Tùrk-Ġslam kaynaklı hayat tarzı hâkim oldu. Klasik Tùrk el sanatları ziraata gôre daha fazla geliĢti.215 Osmanlı esnaf teĢkilatı ve lonca sistemi ile birlikte dericilik, kuyumculuk, askerî malzeme ùretimi ve halkın ihtiyaçlarına yônelik esnaf kolları bùyùk ônem kazandı (Djurdjev, 1992:299). Evliya Çelebi Saraybosna‘daki bakır iĢlemeciliğinin ve Foynica‘da demir silah aletleri yapımının bu hususta meĢhur yerlerden daha ônde olduğunu nakleder (Evliya Çelebi, 2007:229). Bugùn bile Bosna Ģehirlerinde benzer sanatların yaĢatıldığını gôrmek mùmkùndùr. Tarihin her devresinde ekonomik, sosyal ve askerî bakımdan yollar ve yol gùvenliği ônemli olmuĢtur. Gerek haberleĢme, gerek ordu sevki, gerekse ticarî malların naklinde yol ve gùzergâh emniyetine dikkat edilmiĢtir216 (Halaçoğlu, 2007:164). ―Osmanlı imparatorluğunda bùtùn iktisadî faaliyet, yolların geçtiği yerler ile bu yolların vardığı liman ve Ģehirlerde toplanmıĢtır.‖ (Halaçoğlu, 2007:165). Saraybosna ve Mostar gibi Ģehirler Dubrovnik bağlantısı bakımından da ayrıca ônem taĢımaktaydı. Osmanlı Ģehirlerinin siyasî ve coğrafî etkinliği oraların geliĢmelerinde bùyùk rol oynamıĢtır. Bosna‘da Tùrkler tarafından kurulan Ģehirlerin tamamı haberleĢme ve nakliyatı kolaylaĢtırma amaçlı stratejik konuma sahip yerlerde bulunuyordu. Çoğu Bosna Ģehri klasik Osmanlı Ģehircilik anlayıĢına uygun olarak çarĢı ve mahallelere bôlùnmùĢ olarak geliĢti. Bunun yanında bazı idarecilerin giriĢimleriyle cami, medrese, han, hamam, mektep, kùtùphane kuruldu ve vakıflar tesis edildi. Tekkelerde derviĢlerin Ģehir halkının manevî duygularına hitap etmesi dinî kùltùrùn geliĢmesini sağladı. ―Bôylece Bosna Ģehirleri Tùrk gùcùnùn kuvvetli bir kalesi, Ġslam kùltùrùnùn de direği oldu.‖(Djurdjev, 1992:299-300,303).217 ―Balkanlarda bugùn mevcut pek çok merkezî yerleĢim birimini Ģehir haline getiren Tùrklerdir. Bu yùzdendir ki Balkanlarda yakın zamana kadar hangi ırktan olursa olsun bir kimsenin Ģehirli sayılabilmesi Tùrkçe bilme Ģartına bağlıydı.‖ (Ġsen, 1997d:514). Osmanlıların 15.yùzyılda Bosna-Hersek bôlgesine geliĢleri Balkanların ileriki yıllardaki geliĢimine damga vurmuĢtur. Bu etki sosyal hayatta, ôzellikle Ģehirlerin oluĢması ve geliĢmesinde, Ġslam‘ın yayılmasıyla birlikte Ġslam kùltùrù, edebiyatı ve ilminin geliĢmesinde kendini gôstermiĢtir. En bùyùk geliĢim Gazi Hùsrev Bey zamanında gerçekleĢmiĢ ve bundan dolayı bu dônem Saraybosna‘nın ‗Altın Çağı‘ olarak adlandırılmıĢtır. Sahip olduğu yùksek mevki ve ekonomik durumu sayesinde Gazi Hùsrev Bey arkasında birçok ônemli yapıt bırakmıĢtır. Onun eserlerinin sanatsal değeri olmakla beraber ĢehirleĢme ve inĢa alanında da etkisi olmuĢtur. Gazi Hùsrev Bey‘in baĢlattığı bu geliĢim Osmanlı kùltùrùnùn Balkanlara taĢınmasının en uygun yolu olmuĢtur (Zlatar, 2010:119-120). Gazi Hùsrev Bey Vakfiyesinde cami, yanında misafirhane, tùrbe, Ģadırvan, çeĢme, caminin karĢısında medrese, onun yanında hânkâh, kùtùphane, bezistan, TaĢlıhan, hamam, hanlar, Saraybosna çarĢısında 200‘e 213 Osmanlı Ģehirlerini birer kùltùr merkezi haline getiren etkenlerden biri de oralarda bulunan yùksek maneviyatlı, ermiĢ, eren veya derviĢ diyebileceğimiz kiĢilerdir. Mustafa Ġsen, yol gùzergahında bulunmamasına rağmen Vardar Yenice‘sinin bir kùltùr merkezi haline gelmiĢ olmasını akıncılara ùs olmasının yanında onları gazaya teĢvik edip coĢturan Abdullah-ı Ġlahi‘ye (ô.1491) bağlar (Ġsen, 1997:81-83). 214 Özellikle Saraybosna‘nın kurucusu olan Ġsa Bey‘in henùz 15.yùzyılın ortalarında Saraybosna‘da Mevlevî Tekkesin i kurmuĢ olması (Çehayiç, 2008:743) dikkat çekicidir. 215 Bu durum bôlgenin dağlık oluĢuyla ilgili olmalıdır. 216 Osmanlı devletinde yol ve seyahat emniyetinin sağlanması için tesis edilen kùçùk kale karakollarına derbent denir. Mùstahkem derbent tesisleri dôrt tarafı duvarlarla çevrili, kùçùk kale Ģeklinde olup, yanında han, cami, mektep ve dùkkanlar bulunan bir kasaba hùviyetindedirler (Halaçoğlu, 2007:173,174). Dubrovnik yolu ùzerindeki Poçitel Kôyù tipik bir derbent ôrneğidir. 217 1777 tarihli arĢiv belgesinde Bosna ―Memâlik-i Mahrøse‘nin sedd-i Seddi ve serhadd-i mansørenin âhenîn-i kilidi Eyalet-i Bosna‘da…‖ Ģeklinde Osmanlı serhaddinin kilidi Ģeklinde tarif edilmektedir (Osmanlı Belgelerinde Bosna-Hersek, Belge no:35, 2009:145-146). 633 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo yakın dùkkân, depo, saat kulesi, hastane en ônemli eserlerdir. Vakıf bùnyesindeki hastane Saraybosna‘daki ilk hastane olduğundan ve dini inançları gôz ônùnde bulundurmadan herkese hizmet verdiğinden dolayı bùyùk ônem taĢımaktadır. (Zlatar, 2010:120). Gazi Hùsrev Bey zamanındaki ĢehirleĢmenin en ônemli delili artan mahalle sayısıdır. Ondan ônce 15 olan mahalle sayısı 16.yùzyılın sonlarında 100‘e ulaĢmıĢ bulunuyordu. Cami merkezli bu mahallelerde mektep, çeĢme, fırın ve bakkalın bulunması zorunluydu. Bu yùzyılın sonlarına doğru Saraybosna klasik bir Tùrk-Ġslam Ģehri gôrùntùsùne kavuĢmuĢtur. Bu zamana kadar 6 cami, 23 mescit, bir medrese, altı tekke, ùç hamam, iki han ve Saraybosna çarĢısında çok miktarda dùkkân yapılmıĢtır. Bôylece Saraybosna en ônemli ticaret ve kùltùr merkezi haline gelmiĢtir (Zlatar, 2010:161-166; bk.16 numaralı dipnot). Tùrk-Ġslam kùltùrù bakımından Bosna-Hersek‘in Saraybosna‘dan sonra ikinci ônemli Ģehri olan Mostar, ôzellikle Osmanlıların fethiyle birlikte geliĢmiĢtir. XVI. yùzyılın baĢlarında yapılan Sinan PaĢa Camii ve Hamamı, Mùslùman nùfusun toplanmasını sağladı. Stratejik ônemi dolayısıyla Hersek bôlgesinin merkezi haline getirilen Mostar‘a 1558‘de inĢa edilen ve cami, medrese ve kùtùphaneden oluĢan Karagôz Bey Kùllùyesi‘nin damgasını vurduğu sôylenebilir. Ayrıca Keyvan Kâhya Camii ve Medresesi (1553), Koski Mehmed PaĢa Camii ve Medresesi (1617) gibi kurumların da etkisi sôz konusudur. 1874 tarihli Bosna Salnâmesi‘nde Mostar‘da 45 cami, beĢ medrese, bir rùĢdiye, 16 mektep ve 26 hanın bulunduğu kayıtlıdır (Aruçi, 2005:296). Bu sayıları Ģehirde yaĢayan Tùrk-Ġslam kùltùrùnùn belgesi olarak değerlendirmek de mùmkùndùr. ―Din birliği ùzerine kurulan bùyùk medeniyetler, içlerine aldıkları çeĢitli milletlerin kùltùrlerini az çok mùĢterek bir hùviyete bùrùndùrùrler‖ (Ġsen, 1997a:77). Gerek Balkanlarda gerekse Bosna-Hersek‘te Tùrkçe kelimelerin kullanılması, Tùrkçenin etkin olması bu dùĢùnceyle açıklanabilir. Diğer bir tabirle imparatorluk dili ve din birliği avantajıyla Tùrkçe, sosyal hayatta çok etkili olmuĢ ve halk tarafından benimsenmiĢtir. Mesela tekke geleneğinin yaygın ve hâlâ canlı olduğu Bosna‘da Tùrkçe ilahiler, kasideler, gùlbanklar, dualar varlığını bugùn de sùrdùrmektedir. Din merkezli etkileĢimde bazı Tùrkçe kelime ve sôz kalıpları Bosnalılar tarafından kendi dilleriymiĢ gibi benimsenmiĢ ve kabul gôrmùĢtùr. Bugùn bile cùmle dùzeyinde bu tùr ifadelere rastlanmaktadır. 218 ―Bugùn bile‖ tabirini Djurdjev‘in Bosnalı Mùslùmanları edebî faaliyetleri ile ilgili bir tespitine dayandırmak yerinde olacaktır. ―1878 ôzellikle de 1918‘den sonra Bosna Mùslùmanlarının edebî faaliyetleri, Sırp-Hırvat literatùrùyle gittikçe daha fazla kaynaĢma temayùlù gôsterdi.‖(Djurdjev, 1992:304). Bahsedilen tarihlere kadarki dônemlerde Tùrkçenin daha canlı olduğunu sôylemek çok bùyùk bir iddia olmasa gerek. Tùrkçenin yùksek seviyede konuĢulup yazılmasının en ônemli sebebi Osmanlı eğitim sistemidir. Medrese geleneğinin kôklù olduğu yerleĢim birimlerinde kùltùr hayatı daha hızlı geliĢme gôstermiĢtir. Diğer bir ifadeyle medreseler ùst bilgi sınıfını yetiĢtirmesi bakımından Ģehrin klasik kùltùr merkezi olmasında olmazsa olmazlardan biri olmuĢtur. Osmanlı eğitim sisteminde ôğrenci mahalle imamından baĢlayarak en ùst kademedeki medreseye ulaĢıncaya kadar devam eden eğitim hayatında ders geçme (referans) esasına gôre yùkselirdi. Dersin hocası kendisinden yeterli eğitimi alan ôğrencisini daha merkezî bir yere ve daha ùstùn bir hocaya tavsiye ederdi. Bôylece Ġstanbul‘daki en yùksek eğitim kurumlarına uzanan bir teamùl oluĢmuĢ olurdu. Yùksek tahsilini tamamlayan ôğrenciler diplomalarını aldıktan sonra en alt seviyedeki medreselerden baĢlamak suretiyle mùderris olarak atanırlardı (Yakuboğlu, 2006:141-142). Ayrıca medreselerde eğitim tamamen parasızdı ve talebenin yiyecek ve giyeceği de karĢılanıyordu (Halaçoğlu, 2007:138). Osmanlı eğitim sisteminde mektep, tekke, medrese ve yùksek medrese olmak ùzere bir sıralama vardı. BaĢarılı olan ôğrenci hocasının referansıyla daha yùksek seviyedeki okullarda okuma imkânı buluyordu. Yùksek seviyedeki medreselerin Ġstanbul‘da oluĢu taĢradan merkeze doğru bir akıĢı da tabii olarak doğurmuĢ oluyordu. Ġmparatorluğun hemen her yanında aynı ilim ve kùltùr havasının hâkim olmasının bir nedeni de bu durum olmalıdır. Saraybosnalı ôğrenciler yùksek eğitim için genellikle Ġstanbul‘a veya baĢka merkezlere gidiyorlar, dônùĢte eğitim aldıkları dil ile birlikte kùltùrùnù de beraberlerinde getiriyorlardı. Kadı, mùderris vb. yùksek kademelerde gôrev yapan bu kiĢiler vasıtasıyla Tùrkçe kelimeler halka kadar inmekle beraber Tùrkçe de belirgin Ģekilde etkili oluyordu. Aynı eğitim sùrecinden geçen bu kiĢiler fikrî ve edebî zevk birliğine sahiptiler.219 Özellikle Ģair ve yazar olanlar o dônem Tùrk edebiyatının birer parçası haline geliyorlardı. Bu yùzden Tùrkçenin Bosna‘da edebî bir dil olarak varlık gôstermesi ve geliĢmesi ağırlıklı olarak edebiyat ùrùnleri ve tekke kùltùrù vasıtasıyla olmuĢtur. Gazi Hùsrev Bey kùtùphanesinde bulunan yazma eserlerin çoğu Bosna ve Balkanların çeĢitli yerlerinde istinsah edilmiĢtir. Buralarda istinsah amaçlı ôzel medreselerin bulunduğu, bunlardan birinin de ôzellikle Gazi Hùsrev Bey Medresesi ve Hânkâhı olduğu ifade edilmektedir. (Karçiç, 1996:458). Bugùn Bosna-Hersek 218 Bayram Ģerif mùbarek olsun, Sabah hayır olsun, HoĢ geldun vb. ifadeler için bk. (Ġyiyol, 2010). Osmanlı toplum yapısı, her tùrlù etnik ve kùltùrel zenginliği içinde barındırmakla birlikte kùltùrel yapıda hâkim bir renge sahipti. ―Tùrk-Ġslam sentezi sayılabilecek bu renk, ôylesine hâkim bir eda taĢıyordu ki bu kùltùr dairesine giren ôrneğin Bağdat‘ta yetiĢen Røhî ile Bosna‘da yetiĢen Kâimî, coğrafyanın olağanùstù uzaklığına rağmen ôz olarak aynı Ģeyleri dile getiriyorlardı.‖ (Ġsen, 1997f:566). 219 634 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Kùtùphanelerinde bulunan Tùrkçe, Arapça ve Farsça yazmaların bu bôlgede çoğaltıldığı gerçeği Tùrkçenin etkisini gôsteren bir diğer delil olarak gôrùlmelidir. Osmanlı Devletinin dikkat çeken en ônemli ôzelliklerinden biri de hiç Ģùphesiz merkeziyetçi yapısıdır. Aslında bu merkeziyetçi yapı pek çok alanda kendini hissettirmiĢtir. Bununla bağlantılı olarak Ġstanbul‘un bir kùltùr ve sanat merkezi olması ortak bir edebî tavrın kôk salmasını da netice vermiĢtir. 220 Diğer bir ifadeyle tek merkezli bu yapı imparatorluğun her yanında aynı renk ve dokuyu beslemiĢtir. Saraybosna ile ġam, Konya ile Üskùp, Ġstanbul Tùrkçesine gôre kendilerini konumlandırmıĢlardır. Edebî metinlerde Ġstanbul‘u, Ġstanbul Tùrkçesini ôzleyen/anan pek çok Ģaire ve Ģiire rastlamak mùmkùndùr. Tùrkçe, Arapça ve Farsça menĢeli pek çok kelime Sırp-Hırvat dilinin konuĢulduğu yerlerdekinden daha çok Bosna-Hersek‘te gùnlùk konuĢmalarda yer almıĢtır (Djurdjev, 1992:303). ―Bosna‘da din ya da mezhep insanlar arasındaki kimlik ayrımının odak noktasıdır. Mùslùman olan ve Osmanlı Ġmparatorluğunun kùltùr çevresine giren BoĢnaklar, Tùrkçe eserler vermeye baĢlamıĢlar, hatta devrin icaplarına gôre Arapça ve Farsça kitaplar da meydana getirmiĢlerdir.‖ (Ġsen, 1997d:519). Özellikle divan ve tekke Ģairlerinin Tùrkçe yazmaları bu dùĢùncenin tezahùrùdùr. ―Her Osmanlı eyaletinde olduğu gibi Bosna-Hersek‘te de Ġslamî eğitim ve kùltùrùn fideliklerini mektepler ve dinî kurumlar oluĢturmuĢtu. Camilerin yanında bulunan mektepler ve medreseler Bosna Mùslùmanlarının temel ôğretim mùesseseleriydi. (Djurdjev, 1992:304).‖ Özellikle Saraybosna‘nın ikinci kurucusu kabul edilen Gazi Hùsrev Bey yoğun fetih ve gazâ faaliyetlerinin yanında bôlgenin ĠslamlaĢmasında ônemli rol oynayan dinî, ticarî ve kùltùrel tesisler yaptırmıĢtır. ġehrin ortasına kurduğu kùlliyesi bir sembol olmuĢ, yùzyıllarca topluma hizmet vermiĢ ve medresesinden pek çok kimse yetiĢmiĢtir (Okiç, 1996:454). Resmî kayıtlara gôre Osmanlı idaresinin son dônemlerinde Bosna‘da 917 mektep, 43 medrese, 28 rùĢdiye vardı. Ayrıca Saraybosna‘da bir askerî okul, bir ôğretmen yetiĢtirme koleji, bir ticaret mektebi bulunuyordu. (Djurdjev, 1992:304).221 Bosna‘nın Osmanlı kùltùr hayatındaki yerinin tespit edilmesini ônemlidir. ġùphesiz Ġstanbul merkezli kùltùr hayatının birer kopyası bu bôlgelerde yaĢanmaktaydı. Fakat imparatorluğun diğer bôlgelerinde olduğu gibi buradaki hayatın ve kùltùrel dokunun kaybolmadan gùnùmùze ulaĢmadığı aĢikârdır. En azından bunu Tùrkçe yazan Ģair ve mùellifler için sôyleyebiliriz. Tezkirelerde 28 civarında Bosnalı divan Ģairinden bahsedilmektedir (Ġsen, 1997e:67). Hâlbuki bugùn Tùrkçe yazan 100 civarında Ģair ve 20 kadar yazarın varlığı bilinmektedir. Bu Ģairlerin 16 tanesi Avusturya dôneminde yaĢamıĢtır. Dolayısıyla Tùrkçe Avusturya dôneminde de yaĢamaya devam etmiĢtir (Ġsen, 1997d:520-522; 1997f:568). Bunun yanında halk Ģairlerinden ya da tekke ve zaviyelerde Tùrkçe sôyleyen, yazan kiĢilerden Ģimdilik sınırlı ôlçùde haberdarız. Burada Mustafa Ġsen‘in Ģair tezkirelerinde 40 Ģairle temsil edilen Diyarbakır‘ın ġevket Beysanoğlu tarafından yayınlanan Diyarbakırlı Fikir ve Sanat Adamları (1957) adlı eserinde 200‘e ulaĢmasından hareketle zikredilen sayının beĢ katı olabileceğini, 19 Ģairle temsil edilen Üskùp‘ùn 100 civarında Ģaire sahip olabileceği ifade etmesi (Ġsen, 1997b:128-129; 1997c:139-140) dikkate değerdir. Dolayısıyla tezkirelerde geçen sayıya bakarak Tùrkçe yazan Bosnalı Ģair ve yazarların sayısı 150-200 civarında olması gerekir. Son araĢtırmalarda Dr. Adnan Kadriç‘in 38 adet Mostarlı Ģair ve yazardan bahsetmesi bunun bir delili sayılmalıdır.222 Son olarak gùnùmùzde Bosna-Hersek‘te Tùrkçenin durumundan bahsedebiliriz. Özellikle bağımsızlık sonrası iki halk arasında tarihî ve dinî birlikteliğin referansıyla bir yakınlaĢma meydana gelmiĢtir ve bu ilgi artarak devam etmektedir. Özellikle televizyonlarda gôsterime giren Tùrk dizileri, Tùrkiye ve Tùrkçeye ilgiyi artırmaktadır. Tarihi sùreci yakından takip edenler tarafından yapılan Ģu tespit dikkat çekicidir: ―Tùrkçe son yùz yıldır hiç bu kadar popùler olmamıĢtı.223‖ Tùrkçenin Bosna‘da ônceki dônemlerdeki konumundan bahsetmek bugùn elbette gùçtùr. GeçmiĢte sadece konuĢma dili değil aynı zamanda yazı dili olarak da kullanılan Tùrkçeyle yukarıda sôzù edilen Ģair ve yazarlar pek çok edebî eser ortaya koymuĢlardır. Fakat bugùn yazı dilinin varlığından sôz etmek mùmkùn değildir. KonuĢma dili olarak ise gùnden gùne artan ilgi yabancı bir dil ôğrenme merkezindedir. Ayrıca bugùnùn Bosna‘sında dôrt ùniversitede Tùrkoloji bôlùmleri eğitim vermektedir. 220 Bu dùĢùnceyi desteklemesi bakımından Çehayiç‘in ―Bosna-Hersek‘te Mevlevîler‖ (2008) isimli makalesinde Farsça ve Tùrkçe yazan Mevlevîlerle ilgili fikir ve sanat açısından yaptığı değerlendirmeyi aynen alıyoruz: ―Mevhum ve estetik formalite açısından Farsça ve Tùrkçe yazılan bôlgemizdeki Mevlevî eserler, o dônemin Osmanlı-Tùrk edebiyatındaki akımların ve yôntemlerin aynını ortaya aksettirmektedir.‖ (Çehayiç, 2008:749). 221 XVII.yùzyıl seyyahı Evliya Çelebi Saraybosna‘dan bahsederken: 104 mahalle, 170 mihrap, 100 adet mescit, buk‘a, zaviye, 180 sıbyan mektebi, 47 tekke, 100‘den fazla çeĢme, 300 yerde sebil, 700 su kuyusu, 176 su değirmeni, beĢ hamam, 670 hanedan hamamı, ùç adet ùcretsiz kervansaray Ģeklinde bilgi vermektedir (Evliya Çelebi, 2007:224-226). 222 Mostarlı ġairler Antolojisi Dr. Adnan KADRĠÇ tarafından yayına hazırlanmaktadır. 223 Bu ifade BoĢnak Tùrkolog Dr. Alena Çatoviç tarafından kullanılmıĢtır. 635 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References ARUÇĠ, Muhammed ( 2005) ―Mostar‖, 30.cilt, TDVĠA, Ġstanbul BARKAN, Ömer Lùtfi (2008) ―Ġstila Devirlerinin Kolonizatôr Tùrk DerviĢleri‖, Tasavvuf Kitabı, (Haz. Cemil Çiftçi), Kitabevi Yayınları, Ġstanbul ÇEHAYĠÇ, Cemal (2008) ―Bosna-Hersek‘te Mevleviler‖, Tasavvuf Kitabı, (Haz. Cemil Çiftçi), Kitabevi Yayınları, Ġstanbul ÇELEBĠOĞLU, Âmil (1994) Kanønî Sultan Sùleyman Devri Tùrk Edebiyatı, MEB Yayınları, Ġstanbul DJURDJEV, Branislav (1992) ―Bosna-Hersek‖, 6.cilt, TDVĠA, Ġstanbul EMECEN, Feridun (1992) ―Bosna Eyaleti‖, 6.cilt, TDVĠA, Ġstanbul Evliya Çelebi (2007) Evliya Çelebi Seyahatnamesi, 5.cilt, Yapı Kredi Yayınları, Ġstanbul FULLER, Graham E. (2010) Ġslamsız Dùnya, (Çev.Hasan Kaya), Profil Yayınları, Ġstanbul HALAÇOĞLU, Yusuf (2007) XIV-XVII. Yùzyıllarda Osmanlı Devlet TeĢkilatı ve Sosyal Yapı, Tùrk Tarih Kurumu, Ankara HAZAĠ, Gyôrgy ―Osmanlı Dôneminde Bir Ġmparatorluk Dili Olarak Tùrkçe‖, http://www.osmanli.org.tr/yazi.php?bolum=7&id=200, EriĢim Tarihi: 11.04.2011 ĠBRAHĠM, Mehmet (2008) ―Eski Yugoslavya Sınırları Dahilinde Tarikat Hareketlerinin Tarih Ġçindeki GeliĢimi ve Önemi‖, Tasavvuf Kitabı, (Haz. Cemil Çiftçi), Kitabevi Yayınları, Ġstanbul ĠSEN, Mustafa (1997a) ―Osmanlılarda ġehir ve Kùltùr‖, Ötelerden Bir Ses, Divan Edebiyatı ve Balkanlarda Tùrk Edebiyatı Üzerine Makaleler, Akçağ Yay. Ankara ĠSEN, Mustafa (1997b) ― Diyarbakırlı Fikir ve Sanat Adamları Üzerine, Ötelerden Bir Ses, Divan Edebiyatı ve Balkanlarda Tùrk Edebiyatı Üzerine Makaleler, Akçağ Yay. Ankara ĠSEN, Mustafa (1997c) ―Kùltùr Tarihimizde Üskùp ve Üskùplù Divan ġairleri‖, Ötelerden Bir Ses, Divan Edebiyatı ve Balkanlarda Tùrk Edebiyatı Üzerine Makaleler, Akçağ Yay. Ankara ĠSEN, Mustafa (1997d) ―Balkanlarda Tùrk Edebiyatı‖, Ötelerden Bir Ses, Divan Edebiyatı ve Balkanlarda Tùrk Edebiyatı Üzerine Makaleler, Akçağ Yay. Ankara ĠSEN, Mustafa (1997e) ―Tezkirelerin IĢığında Divan Edebiyatına BakıĢlar, Osmanlı Kùltùr Coğrafyasına BakıĢ, Ötelerden Bir Ses, Divan Edebiyatı ve Balkanlarda Tùrk Edebiyatı Üzerine Makaleler, Akçağ Yay. 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For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 94 Title A name given to the resource Bosna-Hersek‘te Türkçe Author Author GÖNEL, Hüseyin Abstract A summary of the resource. Bosna-Hersek‘te Tùrkçenin varlığı bu bôlgenin Osmanlılar tarafından fethedilmesine dayanır. Fetihten sonra devletin resmi dili olması ve din birliğinden dolayı Tùrkçe, varlığını artırarak sùrdùrmùĢtùr. Bu sùreçte Osmanlıların fetih, iskân, eğitim ve kùltùr politikaları ôzellikle etkili olmuĢtur. XIX. yùzyılın son çeyreğinden baĢlamak ùzere bôlgedeki Tùrk varlığı giderek zayıflamıĢtır. Tùrkçe ise varlığını az da olsa sùrdùrebilmiĢtir. Bu yazıda Tùrkçenin Tùrk-Ġslam kùltùrù çerçevesinde Bosna-Hersek‘te ilk varlık gôsterdiği dônemlerden baĢlayarak gùnùmùze kadarki durumu ele alınmıĢtır. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics