TÜRKÇE KURALLI CÜMLE YAPISININ GRAF TEORİ İLE GÖSTERİLMESİ

Türkçe, Altay dil ailesine mensup, sözcüklerin eklerle yapıldığı ve çekimlendiği, sondan eklemeli bir dildir. Türkçede cümle çeşitleri ögelerinin dizilişine göre kurallı (düz), kuralsız (devrik), eksiltili cümleler olarak gruplandırılır. Yardımcı, tamamlayıcı öge ve sözcükler başta; asıl öge ve sözcükler sonda yer alır. Cümlede yüklem ile görev ve anlam yönünden yükleme eşlik eden diğer parçalardan her biri cümlenin ögeleridir. Cümlenin ögeleri tek bir sözcükten veya sözcük grubundan oluşabilir. Türkçenin cümle kuruluşunda yüklemin olması gereken yer cümlenin sonudur. Öge dizilişi, genel olarak özne + nesne + yüklem düzeninde oluşur. Bu yapıda, yüklemi sonda olan cümlelere kurallı cümle ya da düz cümle adı verilmektedir. Görsel materyallerin eğitim öğretimde olumlu katkısı kabul görmüş bir gerçektir. Eğitim öğretimde kullanılan kavram haritaları kavramsal yapıyı, kavramları ve kavramların aralarındaki ilişkiyi görsel hâle getirmektedir. Kavram haritaları dil öğretiminde, temel dil becerilerinin öğretimi çalışmalarında etkili bir öğretim sağlar Kavram haritalarının çıkış noktası graf teoridir. Bu çalışmada graf teori temel alınarak Türkçe öğretiminde materyal olarak kullanılabilecek, kurallı cümle yapısı bir graf çizim hâline getirilip görselleştirilmiştir. Bu çalışma matematik ile Türkçeyi birleştiren disiplinlerarası bir çalışmadır. Nitel araştırma yöntemiyle yapılan bu çalışmada önce tek tek olası kurallı cümleler sonra bütün yapıyı kapsayan ve bir matematik teorisi olan graf teori temelinde Türkçenin kurallı cümle yapısı ele alınmıştır. Çalışma sonunda Türkçede olası kurallı cümlelerin tümünü kapsayan, bilginin organize edildiği ve kavramların ilişkilendirildiği bir graf elde edilmiştir

REPRESENTING THE TURKISH REGULAR SENTENCES STRUCTURE WITH GRAPH THEORY

Turkish is a member of the Altai language family, and is an agglutinative language. According to the rules of syntax, there are regular (simple), irregular (inverted), elliptical sentences in Turkish. Verbs shoul be at the end of the sentences in Turkish regular sentences. Usually the order of the items is as subject + object + verb. The structure which the verbs are at the end of sentences is named regular sentence. It is accepted that visual materials are very important and have positive effects in education. Concept maps which are used in education convert the conceptual structures, concepts and relationships between them to the visual materials. the starting point of the concept maps is the graph theory. In this study, regular sentence structure is converted to a visual material and shown as a graph that can be used in Turkish teaching based on graph theory. This is an interdisciplinary study between Turkish and mathematics. In this study which is Made by qualitative research methods before covering the whole structure all possible sentences are shown with the grafs and then the whole structure is given about the regular sentences syntax in Turkish. So at the end of the study a graf that is covering all possible regular sentences and organized the information and associated the concepts is obtained Turkish creates a branch of the Altai language family, along with other Turkish languages. Mongolian, Manchu-Tungusic and Korean are the other members of this family. Turkish is an agglutinative language like as the other Altaic languages that is, a language in which the addition of the word. Turkish words have not a feature of masculinity, femininity (gender discrimination) that Arabic, German and ie. languages have. After the Turkish words for a number of adjectives do not take plural suffix. There is harmony between thick-thinness and flatness–roundness letters in Turkish. Sound, intonation and sound events are phonetic properties of Turkish. There are 8 vowel, 21consonant sound in Turkish language. Sound harmonies are called big vowel harmony and small vowel harmony. Syllable fusion, fusion consonant, consonant protective, practice, epenthesis, liaison, famous falls, falls consonant, consonant assimilation, consonant harden, soften consonants, vowels contraction are Turkish sound events. Additionals are divided into two in Turkish; affixes and suffixes. Words are grouped by according to the kinds of words, meaning of words, structure of words and phrases. There are words which are consisting of noun words and verb words. There are words with fundamental, lateral, actual, metaphors, idioms, terms, synonyms, homophones, antonyms according to the meaning. According to the structure simple words can be derived or combined. There is also a noun and adjective clauses. When the Turkish sentence structure discussed that provide meaningful and correct sentences can be established the main elements are: subject and verbs auxiliary items object, indirect object and adverbial. Within the meaning of sentences there are; positive, negative, question, exclamation, orders, requirements, desires, wishes, conditions sentences. According to the structure of sentences are simple, unified, connected, sequential sentences. According to the arrangement of the elements of Turkish regular, irregular, it is incomplete sentences. According to the type of verb sentences are noun and verb sentences. The first of the traditional two species classification that Languages’ adopted by the scientific community is form and structure. In this kind of classification world languages are divided into three: 1. Monosyllabic languages 2. Incremental and fused languages 3. Flexional languages Turkish is located in the set of incremental languages. Because construction and suffixes are added specific order to the root. Secondly languages are classified according to the sequence of subject(S), verb(V) and object(O). First of all, all languages are divided into three main classes according to this system; SVO, VSO, and SOV such as sequential languages. In the last classification Turkish is located on the third set of SOV. Therefore, element which comes before the verb and where the verb is important. Where the verb should be is the end of the sentences in Turkish. Generally item sequence is in order to subject + verb + object. According to the arrangement of elements where the verb is important in the sentences. Other elements of the sentence in terms of meaning and task complete the verb. Verb is checked whether at the end of the sentence or not. According to the arrangement of the elements of sentences are grouped; regular, irregular and incomplete. Name of the group which verbs are at the end of the sentences are called regular sentences. Both verb sentences and noun sentences could be regular sentence. Item which is on the front of the verb is desired to make highlighted item while making sentences, A concept map consists of concepts and relationships between these concepts. Graphs consists of the points and the connection with these points. Each concept in a concept map match the point of a graph and relationships between concepts are also match to a graph edge and so each concept map will corresponds to a graph. The graph theory is the starting point of the concept map that used in education. This study is a descriptive study. In this study, Turkish sentence structure is shown based on graph theory. Firstly single sentences, then graph illustrations were used to show Turkish regular sentence structure. In this context the study puts Turkish and Maths together. In this study, possible 65 regular sentences which verbs are at the end of the sentences are shown as individual drawings by graphs. At the end of the study all possible sentences drawings are combined in a single graph. Peak point 1 that is located at the end of all the possibilities represents verb. Thus, it is the last transport location of all the directional arrows which are interrelated according to the nature of the regular sentence. Figure: Regular sentence structure Routine and without exception structure, providing a multiplicity of attachments to derive new words is making Turkish an unlimited production of power. Especially in today's conditions the importance of teaching Turkish as a foreign language has increased further. This study can be used as teaching material for Turkish language. An image which contains possible regular sentences, organized information and the associated concepts is formed by using Turkish mathematical structure and has been shown by a graph drawing. It is accepted that visual educational materials have positive effects. Bu bağlamda çalışmanın Dünyada Türkçe öğretiminin yaygınlaştırılması ve kolaylaştırılması adına kullanılabilecek bir materyal olduğu düşünülmektedir. In this context, It is believed that the study can be a usefull material for simplifying and expanding Turkish language teaching in the World.

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