Yabancı dil öğretiminde deyişbilim

Year 2021, Issue: Ö9, 307 - 328, 21.08.2021

Halil Küçükler Marina Murzaci

https://doi.org/10.29000/rumelide.984779

Abstract

"Deyişbilim" terimi, Yunanca sözcükler-konuşma ve logo-öğretme sözcüklerinden türetilmiştir. Çalışmanın amacı, deyimsel iafadeleri bir iletişim aracı olarak ele almak ve öğrencilerin sözlü konuşma becerilerinin oluşumunda teorik ve pratik anlamlarını keşfetmektir. Deneysel çalışma, Moldova'daki Gagauzya'da, öğretmenlerin metodolojik birliğinin oldukça fazla temsil edildiği Yessentuki MOU SOSH № 4 ortaokulunda gerçekleştirilmiştir ve dört hafta sürmüştür. Nitel araştırma metodları kullanılmıştır. Yabancı dil öğretmenleri toplantılarında, pedagojik sürecin iyileştirilmesi, yeni tekniklerin tanıtılması hakkında raporlar sunar, yeni profesyonel literatür ve hem öğretmenler hem de öğrenciler tarafından kullanım olanakları hakkında konuşur. Sadece öğretimi değil, aynı zamanda kişiliğin çok yönlü gelişimini amaçlayan eğitim hedeflerini de takip eden entegre ve geleneksel olmayan derslerin temaları tartışılmaktadır. Kontrol grubundaki öğrenciler test sırasında şu sonucu ortaya çıktı: Öğrencilerin %10'u 1-5 hata yaptı, öğrencilerin %90'ı 5'ten fazla hata yaptı (ilk uygulamada) İkinci uygulamada tüm öğrenciler yanlış cevaplar verdi, yani öğrencilerin %100'ü 5'ten fazla hata yaptı. Sonuç olarak, geliştirilen deyişsel ifade egzersiz seti ortaokul düzeyinde kullanım için etkilidir.

Keywords

Deyişbilim, yabancı dil öğretimi, deyişler

Lexico-Phraseological features in English Language Teaching

Abstract

The term "phraseology" is derived from the Greek words phrasis-speech and logos-teaching. Phraseological units cover a lot of drawbacks of the English language and it is one-third part of the colloquial speech. The aim of the study is to consider phraseological units as a means of communication and to explore their theoretical and practical meanings in the formation of students' oral-speech skills. The study was carried in in Gagauzia in Moldova, at the secondary school Yessentuki MOU SOSH № 4, where the methodological association of teachers is represented quite a lot and studied 4 four weeks. Qualitative research methods were utilized. Foreign language teachers at their meetings make reports on the improvement of the pedagogical process, on the introduction of new techniques, talk about new professional literature and the possibilities of its use by both teachers and students. The themes of integrated and non-traditional lessons are discussed, which pursue not only teaching but also educational objectives aimed at the all-round development of the personality. During the test in the control group students showed the following result: 10% of students made 1-5 mistakes, 90% of students made more than 5 mistakes (the first application). In the second application all pupils gave wrong answers, i.e. 100% of pupils made more than 5 mistakes. Consequently, the developed phraseological set of exercises is effective for use at the secondary level of school.

Keywords

Phraseology, Foreign Language Teaching, Phrases

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