Almanya’daki Türkçe-Almanca İki Dilli Öğrencilerin Türkçe Söz Varlıklarının Okul Türlerine Göre İncelenmesi

Abstract

Araştırmada Gymnasium (üniversiteye hazırlayan akademik lise türü) ve Gesamtschule (akademik ve mesleki eğitimi bir arada sunan çok programlı okul türü) okullarındaki öğrencilerin söz varlıkları karşılaştırılmıştır. Bu kapsamda Türkçe Ulusal Derlemine göre ilk 4000 sözcük içerisinden 8 temada (hayvan, yiyecek, giysi, ulaşım, organ, materyal, aile ve zaman) sınıflandırılan 32 sözcük belirlenmiş ve bu sözcüklere yönelik tanılayıcı ve ifade edici söz varlığı testleri uygulanmıştır. İlişkisel araştırma yönteminin kullanıldığı araştırmada, katılımcıların okul türlerine göre ifade edici ve tanılayıcı söz varlığı puanları, bu puanların sözcüklerin sıklık düzeylerine ve temalarına göre farklılıkları analiz edilmiştir. Ayrıca çalışma kapsamında öğrencilerin söz varlıklarının farklılıkları, cinsiyet değişkenine göre incelenmiştir. Araştırma sonucunda ikinci dilde (Almanca) eğitim alan Türkçe-Almanca iki dilli öğrencilerden, daha yüksek akademik başarıyla öğrenci kabul eden Gymnasium okullarına devam eden öğrencilerin ana dilleri olan Türkçe söz varlığında, daha yüksek başarıya sahip oldukları belirlenmiştir. Bu sonuç da iki dilli öğrencilerin ana dillerindeki başarılarının ikinci dile ve dolayısıyla ikinci dilde yapılan akademik eğitimle ilişkili olduğunu düşündürmektedir.

Keywords

• İki dilli söz varlığı
• tanılayıcı söz varlığı
• ifade edici söz varlığı
• Gymnasium
• Gesamtschule

Project Number

53325897-115.02-156577

Turkish Vocabulary Knowledge of Turkish–German Bilingual Students in Germany: A Comparison Across School Types

Abstract

In this study, the Turkish vocabulary knowledge of students attending Gymnasium and Gesamtschule schools in Germany was compared. For this purpose, 32 target words were selected from among the first 4,000 most frequent words in the Turkish National Corpus and classified into eight semantic categories: animals, food, clothing, transportation, body parts, materials, family, and time. Receptive and expressive vocabulary tests were then administered using these target words. Employing a correlational research design, the study analyzed participants’ receptive and expressive vocabulary scores according to school type, as well as variations in these scores with respect to word frequency and semantic category. In addition, differences in students’ vocabulary knowledge were examined according to gender. The findings revealed that Turkish–German bilingual students attending Gymnasium schools demonstrated significantly higher levels of Turkish vocabulary knowledge than their peers attending Gesamtschule schools. These findings suggest that stronger proficiency in the students’ first language (Turkish) contributes positively to their second-language (German) development and, consequently, to their academic achievement in German-medium education.

Keywords

• Bilingual vocabulary
• receptive vocabulary
• expressive vocabulary
• Gymnasium
• Gesamtschule

Project Number

53325897-115.02-156577

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