LEXICAL APPROACH IN TEACHING TURKISH: A COLLOCATIONAL STUDY MODEL

Abstract

Abstract This study intends to propose Lexical Approach (Lewis, 1998, 2002; Harwood, 2002) and a model for teaching Turkish as a foreign language so that this model can be used in classroom settings. This model was created by the researcher as a result of the studies carried out in applied linguistics (Hill, 20009 and memory (Murphy, 2004). Since one of the main problems of foreign language learners is to retrieve what they have learnt, Lewis (1998) and Wray (2008) assume that lexical approach is an alternative explanation to solve this problem.Unlike grammar translation method, this approach supports the idea that language is not composed of general grammar but strings of word and word combinations.In addition, lexical approach posits the idea that each word has tiw gramamtical properties, and therefore each dictionary is a potential grammar book. Foreign language learners can learn to use collocations, a basic principle of Lexical approach. Thus, learners can increase the level of retention.The concept of retrieval clue (Murphy, 2004) is considered the main element in this collocational study model because the main purpose of this model is boost fluency and help learners gain native-like accuracy while producing the target language. Keywords: Foreign language teaching, lexical approach, collocations, retrieval clue

Keywords

• Foreign language teaching, lexical approach, collocations, retrieval clue

TÜRKÇE ÖĞRETİMİNDE LEKSİKAL YAKLAŞIM: BİR EŞDİZİMLİLİK ÇALIŞMASI MODELİ ÖNERİSİ

Abstract

Özet Bu çalışma Türkçe öğretiminde modern bir dil öğretimi yaklaşımı olan leksikal yaklaşıma (Lewis, 1998, 2002; Harwood, 2002) dayanarak, bu yaklaşımın sınıf içerisinde olduğu kadar sınıf dışında da uygulanmasına yönelik bir model önermeyi hedeflemektedir. Bu model, araştırmacı tarafından uygulamalı dilbilim (Hill, 2000) ve bellek çalışmalarının (Murphy, 2004) sonuçlarına göre oluşturulan özgün bir modeldir. Lewis (2000) ve Wray (2008)’e göre yabancı dil öğrenenlerin temelde yaşadıkları en büyük öğrenme güçlüğü “öğrendiğini hatırlama” olduğu için leksikal yaklaşım bu sorunsala çözüm getirmeye çalışmaktadır. Leksikal yaklaşım, geleneksel dilbilgisi anlatımının aksine dilin, dilbilgisinden çok sözcük bilgilerinden oluştuğunu savunmaktadır. Buna göre, temel ilke olarak genel bir dilbilgisinin olmadığını, fakat her bir sözcüğün dilbilgisel özellikleri olduğunu ve bu yüzden her sözlüğün aslında bir dilbilgisi kitabı olabileceğini ifade etmektedir (Hudson, 1994). Yabancı dili öğrenenler leksikal yaklaşımın ön gördüğü temel eşdizimlilik ilkesini kullanarak sözcük kullanımının özelliklerini öğrenebilir ve böylece hatırlama düzeylerini artırabilirler. Hatırlatıcı ipuçları (Murphy, 2004) bu modelde en önemli kavramlardan biri olarak düşünülmüştür. Çünkü modelin asıl amacı, öğrenenlerin hatırlama düzeyini arttırmak ve hedef dile yakın bir doğrulukla üretimini sağlamaktır. Anahtar sözcükler: Yabancı dil öğretimi, leksikal yaklaşım, eşdizimlilik, hatırlatıcı ipucu

Keywords

• Yabancı dil öğretimi, leksikal yaklaşım, eşdizimlilik, hatırlatıcı ipucu

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