Abstract
In teaching Turkish as a foreign language, one of the most important problems for learners is accurate pronunciation of phonemes. Especially, in multinational classes, learners coming from different language families have difficulties about pronunciation of Turkish phonemes. The reasons for difficulties are supposed as differences, similarities or identical of phonemes in their native language or other languages they learned. Therefore, the purpose of the study is to investigate the reasons for phonological errors of Erasmus students studying Turkish as a foreign language; from which languages they get mostly benefit during the production of phonemes (mother tongue/other different foreign languages they learned); what phonemes are dropped during production; which letters/symbols are replaced for different letters in any word; reasons for positive or negative transferring of vowels and consonants in languages used; and finally which strategies and techniques are used to solve these problems will be searched.
Keywords
Teaching Turkish as a foreign language multinational classrooms phonetic problems phonological processes
References
- Demircan, Ö. (1996). Türkçenin Sesdizimi. İstanbul: Der Yayınevi.
- Davidson, L. (2011). Phonetic and Phonological Factors in the Second Language Production of Phonemes and Phonotactics. Linguistics & Language Compass, 5(3), 126-139. doi:10.1111/j.1749-818X.2010.00266.x
- Ergenç, İ. (2002). Konuşma Dili ve Türkçenin Söyleniş Sözlüğü. Ankara: Multilingual Yabancı Dil Yayınları.
- Flege, J. (1995). Second-language Speech Learning. Theory, Findings, and Problems. Speech Perception and Linguistic Experience: Issues In Cross-Language Research, (ed. By W. Strange). MD: York Press.
- Furnes, B., & Samuelsson, S. (2011). Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study. Learning and Individual Differences, 21, 1, 85-95.
- Krashen, S.D. (1988). Second Language Acquisition and Second Language Learning. New York: Prentice Hall Regents.
- Krashen, S.D. (1988). Principles and Practice in Second Language Acquisition. New York: Prentice Hall Regents. Kenworthy, J. (1987). Teaching English Pronunciation. London: Longman.
- Köksal, D. ve Dağ-Pestil, A. (2012). Yabancı Dil Olarak Türkçe Konuşma Öğretim. Yabancı Dil Olarak Türkçe Öğretimi (YDTÖ). (Ed. A. Kılınç ve A. Şahin). Ankara: Pegem Akademi
- Long, M. (1990). Maturational Constraints on Language Development. Studies in Second Language Acquisition, 12, 251-2
- McBride-Chang, Catherine, Bialystok, Ellen, Chong, Karen K.Y., & Li, Yanping (2004). Levels of phonological awareness in three cultures. Journal of Experimental Child Psychology, 89, 2, 93-111.
- Morales Pech, D. & Izquierdo, J. (2011). L2 Phonology Learning Among Young Adult Learners of English: Effects of Regular Classroom-Based Instruction and L2 Proficiency. Revista Electrónica de Investigación Educativa, 13(1). [Çevrim-içi: http://www.redalyc.org/src/inicio/ArtPdfRed.jsp?iCve=15519374006], Erişim tarihi: 20.10.201.
- Oller, J. W. & Ziahosseiny, S. M. (1970). The contrastive analysis hypothesis and spelling errors. Language Learning, 20, 183-189.
- Öğüt, F., Kılıç, M. A., Engin, E. Z., ve Midilli, R. (2006). Voice onset times for Turkish stop consonants. Speech Communication, 48, 9, 1094-1099.
- Scovel, T. (1988). A Time to Speak: A Psycholinguistic Inquiry into the Critical Period for Human Speech. Cambridge, MA: Newbury House.
- Şenel, M.(2006). Suggestions for Beautifying the Pronunciation of EFL Learners in Turkey. Journal of Language and Linguistic Studies 2/ [Çevrim-İçi http://www.jlls.org/Issues/Volume%202/No.1/msenel.pdf :] Erişim tarihi04.05.2010.
Abstract
Yabancı dil Türkçe öğretiminde öğrenciler için en önemli sorunlardan birisi sesbirimlerin doğru sesletimidir. Özellikle değişik dil ailelerinden gelen öğrencilerin oluşturduğu çok uluslu sınıflarda Türkçe sesbirimlerin sesletiminde zorluk yaşandığı görülmektedir. Bu durum, erek dilde ürettikleri sesbirimlerin kendi anadillerindeki ya da öğrendikleri diğer dillerdeki sesbirimlerden farklı, bu sesbirimlere benzer veya bu sesbirimlerle aynı olmasından kaynaklanabilmektedir. Bu yüzden, bu çalışmanın amacı, değişik dil ailelerinden gelen ve eğitimlerinin belirli bir dönemini tamamlamak üzere Türkiye’de bulunan Erasmus öğrencilerinin, Türkçe konuşurken sesbirimlerinde yaşadıkları problemlerin nedenlerini; sesbirimlerini oluştururken en çok hangi dilden yararlandıklarını (anadil-D1/öğrendikleridiğer yabancı diller-D2/D3/D4); sesbirimlerde ses düşmesi olup olmamasını; varsa düşürülen sesbirim yerine ses türemesi ya da kayması olup olmadığını; olumlu ve/veya olumsuz aktarımların nedenlerini ve son olarak da öğrencilerin problemleri çözmede ne tür teknik ya da strateji kullandıklarını araştırmaktır.
Keywords
Türkçenin yabancı dil olarak öğretimi çok uluslu sınıflar sesletim sorunları sesbirimsel işlemler
References
- Demircan, Ö. (1996). Türkçenin Sesdizimi. İstanbul: Der Yayınevi.
- Davidson, L. (2011). Phonetic and Phonological Factors in the Second Language Production of Phonemes and Phonotactics. Linguistics & Language Compass, 5(3), 126-139. doi:10.1111/j.1749-818X.2010.00266.x
- Ergenç, İ. (2002). Konuşma Dili ve Türkçenin Söyleniş Sözlüğü. Ankara: Multilingual Yabancı Dil Yayınları.
- Flege, J. (1995). Second-language Speech Learning. Theory, Findings, and Problems. Speech Perception and Linguistic Experience: Issues In Cross-Language Research, (ed. By W. Strange). MD: York Press.
- Furnes, B., & Samuelsson, S. (2011). Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study. Learning and Individual Differences, 21, 1, 85-95.
- Krashen, S.D. (1988). Second Language Acquisition and Second Language Learning. New York: Prentice Hall Regents.
- Krashen, S.D. (1988). Principles and Practice in Second Language Acquisition. New York: Prentice Hall Regents. Kenworthy, J. (1987). Teaching English Pronunciation. London: Longman.
- Köksal, D. ve Dağ-Pestil, A. (2012). Yabancı Dil Olarak Türkçe Konuşma Öğretim. Yabancı Dil Olarak Türkçe Öğretimi (YDTÖ). (Ed. A. Kılınç ve A. Şahin). Ankara: Pegem Akademi
- Long, M. (1990). Maturational Constraints on Language Development. Studies in Second Language Acquisition, 12, 251-2
- McBride-Chang, Catherine, Bialystok, Ellen, Chong, Karen K.Y., & Li, Yanping (2004). Levels of phonological awareness in three cultures. Journal of Experimental Child Psychology, 89, 2, 93-111.
- Morales Pech, D. & Izquierdo, J. (2011). L2 Phonology Learning Among Young Adult Learners of English: Effects of Regular Classroom-Based Instruction and L2 Proficiency. Revista Electrónica de Investigación Educativa, 13(1). [Çevrim-içi: http://www.redalyc.org/src/inicio/ArtPdfRed.jsp?iCve=15519374006], Erişim tarihi: 20.10.201.
- Oller, J. W. & Ziahosseiny, S. M. (1970). The contrastive analysis hypothesis and spelling errors. Language Learning, 20, 183-189.
- Öğüt, F., Kılıç, M. A., Engin, E. Z., ve Midilli, R. (2006). Voice onset times for Turkish stop consonants. Speech Communication, 48, 9, 1094-1099.
- Scovel, T. (1988). A Time to Speak: A Psycholinguistic Inquiry into the Critical Period for Human Speech. Cambridge, MA: Newbury House.
- Şenel, M.(2006). Suggestions for Beautifying the Pronunciation of EFL Learners in Turkey. Journal of Language and Linguistic Studies 2/ [Çevrim-İçi http://www.jlls.org/Issues/Volume%202/No.1/msenel.pdf :] Erişim tarihi04.05.2010.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Makaleler |
| Authors | |
| Publication Date | July 23, 2014 |
| Published in Issue | Year 2014 Volume: 29 Issue: 29-2 |