Arap Olmayanlara Arapça Öğretimine Yönelik Araştırmacı ve Uzman Yetiştirmede Dil Yeterliliği Dersine Yönelik Bir Müfredat Önerisi

Bu makale hedefleri, öğretim planı ve etkinlikleri ile önerilen kaynaklar açısından, “Dil Yeterliliği” dersinin müfredatına dair bir çerçeve sunmayı hedeflemektedir. Bu çalışma alana dair çok sayıda konferans, kurs ve makalenin varlığıyla da görünür hale gelen, dil yeterlilik standartları konusuna artan ilgiye; birçok araştırmacının araştırmalarını bu standartlar ışığında geliştirme noktasında gösterdikleri özene; yazarların eğitim yöntemlerini ve materyallerini seviyelere uygun bir şekilde düzenleme isteklerine bir cevap niteliğindedir. Dil yeterliliği konusunda var olan literatürün kapsamlı ve dakik bir şekilde incelenmesi neticesinde bu konunun üç boyutu olduğu görülmüştür. Bahsi geçen bu boyutlardan ilki, son yetmiş yıl boyunca belirsizlik ve kapalılık ile karmaşanın hakim olduğu alan terminolojisi ile ilgilidir. Zira bu zaman diliminde tek bir terim, konuşan kişiye ve dönemine göre birden fazla anlam ifade edebilmekteydi. Aynı zamanda bir kavram için birden fazla terim de bulunabilmekteydi. Ele aldığımız konunun ikinci boyutu, bireyin bir dili anlaması ve kullanması için ihtiyaç duyduğu gereksinimlere yönelik olarak o dili konuşanların tasavvurunu ifade edip ortaya koyan dil modelleri ve örneklemeleridir. Konunun üçüncü ve son boyutunu ise dil yeterliliğinin kaynak çerçeveleri oluşturmaktadır. Bu çerçeveler, dillerle ilgilenen bireylerin dil yeterliliğini ölçmek için standart ölçeklere olan ihtiyaçlarına yanıt olarak ortaya çıkmış ve son yetmiş yılda çoğalmıştır. Bahse konu olan bu çerçevelerden her biri, belirli bir bağlamda kullanılmak üzere ortaya konulmuştur.

A Syllabus Proposal for Language Proficiency in Preparation Programs of Researchers and Experts in Teaching Arabic to Speakers of Other Languages

The purpose of this paper is to present a syllabus of the Language Proficiency course in terms of objectives, teaching plan, activities, and suggested references. This paper responds to the growing interest in proficiency frameworks. As a result of the proficiency literature revision, the research determined that there are three main dimensions to consider. The first is the terminology of the field that has been tainted by ambiguity and confusion over the past 70 years. The second dimension of this topic is that existing proficiency models reflect their individual authors’ concepts regarding what humans need to understand and communicate in language, too closely. The third dimension is the framework that emerged in response to the need of foreign and second language stakeholders for standard scales to measure individuals’ language proficiency. Those frameworks have become numerous over the past seven decades, and each was developed to work best in a specific context. There are also calls to develop a scale for Arabic that befits the language and those who speak it. This paper has attempted to contribute to deepening the understanding of the issue of proficiency and its models and frameworks among those interested, by proposing a detailed conceptualization of a course to be taught in graduate programs concerned with qualifying researchers and experts in our field of teaching Arabic.

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