TY  - JOUR
T1  - Yabancı Dil Öğretiminde Arakesitlerin İşlevselliği
TT  - Functionality of Interfaces in Foreign Language Teaching
AU  - Güzel Kamacı, Hafize
AU  - Can, Özge
PY  - 2025
DA  - June
Y2  - 2025
DO  - 10.71084/ijlet.1652996
JF  - International Journal of Languages' Education and Teaching
JO  - IJLET
PB  - Bilim Eğitim Kültür Akademi Derneği
WT  - DergiPark
SN  - 2148-2705
SP  - 198
EP  - 221
VL  - 13
IS  - 2
LA  - tr
AB  - Arakesit terimi farklılaşan yapısal durumlara duyarlı olan sözdizimsel yapılarla ilişkilidir ve ikinci dil edinimi ile ilgili son yıllarda yapılan çalışmalar, arakesit terimini öne çıkarmaktadır; çünkü birden çok dilsel altdizge ya da farklı dilbilgisi modüllerinin bir araya gelmesini gerektiren dilbilgisel bir görüngünün edinimi kimi güçlükler barındırmaktadır. Bu çalışma salt sözdizimsel özelliklerin ikinci dil ediniminde önemli bir sorun ile karşılaşılmadan edinilebildiğini; ancak sözdizimsel bilgi ve diğer bilişsel alanlar arasında etkileşim gerektiren sınırlamaların uygulanmasında sorunsuz bir edinimden söz etmemenin güç olduğunu savunan Arakesit Varsayımı çerçevesindeki çalışmaların bulgularıyla, dilsel arakesitlerin yabancı dil öğretimindeki işlevselliğini tartışmayı amaçlamaktadır. Bilişsel alanlar ile arakesit içeren ve içermeyen yapılar arasında bir ayrım öneren ve sıklıkla ikinci dil edinimi ile ilgili olan çalışmalardan elde edilen bulgular çerçevesinde çalışmamız, içsel ve dışsal arakesitlerin nasıl edinildiği, bu arakesitlerde ne gibi güçlüklerle karşılaşıldığı, hangi noktalarda aksamalar yaşandığı, hangilerinde sorunsuz işlediğini tartışmaktadır. Bu noktada çalışmamız hem dilbilgisi bileşenleri hem de dilsel ve dilsel olmayan bilişsel dizgeler arasındaki ilişkilerin yabancı dil öğretiminde sadece kuramsal açıdan yordanmasına değil uygulamalı çıktıların elde edilmesine de katkı sağlayıcı niteliktedir.
KW  - Arakesit Varsayımı
KW  - İçsel Arakesit
KW  - Dışsal Arakesit
KW  - Yabancı Dil Öğretimi
N2  - The term interface is related to syntactic structures that are sensitive to different structural situations, and recent studies on second language acquisition have highlighted the term interface because the acquisition of a grammatical phenomenon that requires the gathering of multiple linguistic subsystems or different grammatical modules has some difficulties. This study aims to discuss the functionality of linguistic interfaces in foreign language teaching with the findings of studies within the framework of the Interface Hypothesis, which argues that purely syntactic features can be acquired without encountering any significant problems in second language acquisition; however, it is difficult to talk about a problem-free acquisition in the application of constraints that require interaction between syntactic knowledge and other cognitive areas. Within the framework of the findings obtained from studies that propose a distinction between cognitive areas and structures that include and do not include interfaces and are frequently related to second language acquisition, our study discusses how internal and external interfaces are acquired, what kind of difficulties are encountered in these interfaces, at which points there are disruptions, and at which they function without problems. At this point, our study contributes not only to the theoretical prediction of the linguistic components and the relationships between linguistic and non-linguistic cognitive systems in foreign language teaching, but also to the obtaining of practical outputs.
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UR  - https://doi.org/10.71084/ijlet.1652996
L1  - https://dergipark.org.tr/tr/download/article-file/4668762
ER  -