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Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi

Yıl 2012 , Cilt 31 , Sayı 1

Makale özeti ve diğer detaylar.

Makale özeti
Başlık :

Appositionen im deutschen und im türkischen

Yazarlar :
Yazar kurumları :
Çanakkale 18 Mart Üniversitesi 1
Görüntülenme :
186
DOI :
Özet Türkçe :

Türkçe ve Almancada Apposition (açıklayıcı, unvan) dediğimiz ve bir ad ile onu açıklayan ikinci bir addan oluşan sözcük öbekleri vardır. Türkçe dilbilgisi kitapları bu kavramdan farklı şeyler anlamaktadır. Konunun Türkçe dilbilgisi kitapların da farklı şekillerde ele alınması bu konunun Almanca-Türkçe karşılaştırmalı bir şekilde irdelenmesi gerektiğini göstermektedir. Apposition diye nitelenen yapılar Almanca eğitimi açısından çok önemli olduğu ve önemli biçemsel işlevler yerine getirdiği halde bu yapılar yabancı dil eğitimi derslerinde ihmal edilmektedir. Bu nedenle bu çalışmada hem Türkçe ve Almancadaki ilgili yapılar karşılaştırılmış, hem de Çanakkale Onsekiz Mart Üniversitesi, Eğitim Fakültesi Alman Dili Eğitimi Anabilim Dalı'ndan 24 öğrenciyle bir uygulama yapılarak durum tespiti yapılmış ve çözüme yönelik alıştırma türleri önerilmiştir.

Özet İngilizce :

Turkish and German grammar books include word parts combined with secondary nouns. We call these, which exemplify the noun, as apposition. Turkish grammar books draw different conclusions from the term Apposition and it shows that it needs to be especially explicated. Theapposition canbeseen as resumption of same meaningful lexical units considered as a stylistic device providing acontext-dependent credibility of expression, coherence, clarity, variation, adequacy and facility. We use many appositions consciously or unconsciously both in speaking and written language. When we compare the frequency of apposition usage with the relative clause, displaying the same function, apposition is surprisingly higher.According to statistical data, in every 100 sentences chosen from any text, there are about 30 appositions. Nevertheless, the apposition receives little attention especially in grammar teaching books, sometimes it even does not. Although it's rare occurrence in the grammar books, we constantly encountertheirsyntactic,semantic and pragmaticdimensionsin varioustypes of texts.The reason why theApposition in grammar teaching has received little discussionmight be a topic of other studies and we are not going to deal with this issue here. The purpose of this particular study is to reveal how much the Apposition is knownas a grammaticalcategoryby our students and what canbe done toincrease the related awareness in this regard. Within the scope of this research study, therelative clauses present significance, as they are the most preferred and used ones among the Turkishlearners who learn German as a foreign language. Due to their morphosyntactic structural difficulties,theyare often memorized more than otherforms of sentence. Moreover, they requiremoreeffort and in spoken form,they are economicallyimpractical. However, it does not mean that theyarenotused or exaggerated in their usage because eachmode of expressionhas its own value. This meansthatwe see appositionratherthan astylistic deviceproviding variation both in spoken andwrittenlanguage. The structures called as apposition is crucial for German language teaching. These structures, which serve structural functions, are however disregarded yet. Therefore, in this study, initially, the appositional structures in Turkish and German are comparedand then an empirical analysis was conducted by an implementation in the course of Comparative Grammar, with 24 second year students of German Language Teaching Departmentat the Faculty of Education in the UniversityÇanakkale Onsekiz Mart. In addition to the comments on findings, we also suggested various exercise types focusing on the solution offering ways on how it is possible to work through apposition in German language teaching.

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