FRANSIZCA ÖĞRETİMİ KİŞİ BETİMLEMELERİNDE KULLANILAN DEYİMLERİN ANADİL TÜRKÇE’DEKİ GÖRÜNTÜLERİ

Eskilerin, durub-i emsal ya da darb-ı mesel olarak adlandırdıkları atasözleri ve köken olarak "demek" eyleminden türeyen, Fransızca'da "les expressions idiomatiques" anlamlarına karşılık gelen deyimler, bir dilin deyiş güzelliğini, anlatım gücünü, kavram zenginliğini ortaya koyan kalıplaşmış özlü sözlerdir. Her toplumda, belirli durumlarda söylenen ve az sözle çok şeyi ifade eden bu gelenekselleşmiş kalıp sözler (deyimler, atasözleri, vb.) o toplumların kültürünü, inançlarını, yaşam biçimini, anlayış tarzlarını, gelenek ve göreneklerini yansıtır. Kalıp sözler, dil öğretiminde önemli bir işleve sahiptir ve dili öğrenenler bu sözlerle sıklıkla karşılaşırlar. Bu nedenle kalıp sözlerin öğretimi Avrupa Konseyi'nin dil öğretimi çalışmalarında geniş bir yer edinmiştir. Konsey'in yayımladığı Yabancı Diller için Ortak Başvuru Metni, bir yabancı dili öğrenme ya da öğretme arzusu içinde olanların dilsel etkinliklerde mutlaka kalıp sözleri kullanmaları ve öğretmeleri gerektiğinin altını çizmektedir. Çalışmada, Fransızca ve Türkçe kişi betimlemelerinde kullanılan kalıplaşmış sözlere yer verilmiştir. Her iki dilde de anlatımı süsleyen, renklendiren ve zenginleştiren bu özlü yapıların dildeki görüntüleri gerek söz sanatları, gerekse sözdizim ve anlambilim açısından karşılaştırılmıştır. Kuramlar çerçevesinde incelenen örneklerden hareketle, her iki dilde de deyimlerin öğretimi için stratejiler geliştirilerek kalıp sözlerin öğretilmesi amaçlanmıştır. Çalışma evreninden seçilen deyimler kişi betimlemeleriyle sınırlı tutulmasına rağmen, az sayıdaki örnekle her iki dilin kültürel ve sosyal yapısı hakkında kapsamlı bilgiler edinmemize yardımcı olacak niteliktedir

IMAGES OF IDIOMS IN MOTHER TONGUE TURKISH THAT ARE USED IN FRENCH TEACHING PEOPLE DESCRIPTION

In the 21st century, people learn more foreign languages for having a good position in the social and working life. So, foreign language teaching and learning become more and more essential than past all over the world. As a result of this, nowadays people are spending much more time to learn foreign languages with their cultural elements such as idioms, proverbs, etc. Furthermore, besides the cultural elements, they show the linguistic wealth of a language. For example, when we say in English “it's raining cats and dogs”, in French “ il pleut comme la vache qui pisse” we don't mean that cats and dogs are falling from sky but rather it is raining heavily. Idioms provide interesting insights into languages and thought processes of their speakers. On the other hand, The Common European Framework of Reference for Languages was published by the Council of Europe supports the teaching of the idioms in every level from A1 to C2. In this study, we have tried to compare Turkish and French idioms with regard to semantic and syntactic structures. While doing this, we have detected that similar figures of speech (also called stylistic device or rhetorical device) are used in French and Turkish idioms. For, sometimes a word diverges from its literal meaning, or a phrase has a specialized meaning not based on the literal meaning of the words in it, such as are metaphor, simile, or personification. Considering the similiraties in two languages, language teaching strategies can be developed Generally, idioms are defined as a group of words or phrases, common phrases and terms which whose meaning aren’t literal. They can be easily understood by the native speaker, but they cannot be easily understood for learners of a foreign language. The words in an idiom usually have different meanings from its literal meaning and this is the same in French and Turkish. They generally offer advice about life conditions of a society and their experience and also transfer (reflect) some underlying ideas, principles and values of a culture or a society. These expressions are called idioms and (or) proverbs if they are longer. All expressions including idioms and proverbs share a cultural, social and historical background of a language. At the same time, they show people’s understanding and use of a language. On the literary level, they are peculiar to an individual, a community, a country and a society. They consist from the words and they have figurative meanings, fully or partially. Idioms have a lexical and grammatical stability. They are fixed in their form. In an idiom, if we change the place of a words with its synonyms, idioms lose their meanings. For example, in French; in the place of the idiom “tourner les talons” we don’t use “tourner les souliers”. This is same in Turkish. Nowadays, learning and teaching foreign languages become more essential and more important on the globe. Therefore, in Europe, a new reference source named the Common European Framework of Reference (CEFR) was published in 2001. It creates a completely new approach aimed to create the new objectives and methods of language teaching. In addition, it provides a common basis for the design of programs, diplomas and certificates. In the CEFR, the 6 common skill levels are: A1 (Breakthrough), A2 (Waystage), B1 (Threshold), B2 (Vantage), C1 (Effective Operational Proficiency), C2 (Mastery). Idioms are widely seen every level in the text. Method: We have chosen some idioms frequently used in the people description in French and Turkish in order to show the similarities and the differences in terms of syntaxic and semantic structures and the figures of speech. Result: Idioms do not help not only learning language, but also help the students understand French and Turkish culture by penetrating into French and Turkish customs and lifestyles, and gain a deeper insight into the history of both languages. On the other hand, learning idioms presents a host of difficulties to French and Turkish learners. Firstly, they don’t know the culture and history behind French and Turkish idioms. In this way, language learners try to utilize idiomatic expressions very carefully, because of being afraid of using them inappropriately and being misunderstood. In both languages, idioms sometimes reflect cultural traditions and depict the national character. Idioms are not a separate part of the language which one can choose either to use or to omit. But, they form an essential part of the general vocabulary of French and Turkish. In order to understand easily and to use them fluently in the conversation, we must know what the idioms in that language mean exactly. If we try to figure out the meaning of an idiom literally, word by word, we will be confused. It has a hidden meaning and we have to know its hidden meaning. Because of idioms, learning a language as French can be complicated. Since vocabulary and culture are intertwined, speakers can gain a richer vocabulary through idioms and conversely, can learn in some way. While the students are learning the idioms they can improve their listening, speaking, writing and reading skills. There are a lot of idioms that have the same meaning in two languages and certain things happen in every culture. An idiom’s semantics can be influenced by the national tendencies. Idioms are figurative units and they describe the situation in a metaphoric way. In Turkish and French, there are metaphors in use. For example, while people speaking, they use “black” metaphors rather than “badness, malicious or evil action”. In idioms, literary arts are frequently used. But these for the students of language are difficult. There are thousands of idioms in French and Turkish. In order to learn them correctly, the students must be in an environment where the language is spoken, they must read books and publications written in that language, and they have to know the society and culture, etc. Because they have the popular use in every field of their society, they sometimes have different meanings from what the words mean. Therefore, it is usually difficult for someone not very good in speaking the language to use the idioms properly. Moreover, some of idioms are only used by some groups of people in a society that the same language is spoken. Due to local uses, the learners have difficulty in learning. In this study, idioms related with descriptions of the people in Turkish and French are studied from the point of view of the semantic and syntactic features. In both languages, interesting expressive features indicates that they can semantically and syntactically be used in the similar and different ways. In language teaching, while learning the idioms, learners try to compare the idioms in the native language and in the foreign language. They notice the similar and different characteristics of the idioms. Mostly, difficulties are experienced in foreign language teaching and learning. Therefore, in this study, idioms in the foreign language and native language are discussed. The definition of the idioms and other similar concepts are given. Then, the influence of the culture on the usage of the idioms is comparatively exemplified. It is argued that teaching of the idioms is usually different from word meaning. These words and expressions in language teaching should be taught in the context of contemporary linguistic theories. Lexical approach made according to principles of learning reading, speaking, writing and listening activities should be reinforced using frequently. Beginner level (A1-A2) language teaching effectiveness in terms of easily soluble and daily life in the more commonly used phrase, subsequent processes (B1-C2) side or metaphor emphasis on meaningful expression language teaching should be carried out.

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