Browsing by Author "Polat, Yusuf"

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    FARKLI PROGRAMLARDA FRANSIZCA ÖĞRENENLERİN ÇEVİRİ EDİMLERİNE KARŞILAŞTIRMALI BİR BAKIŞ DENEMESİ
    (Ankara Üniversitesi, 2020) Polat, Yusuf; Other; Other
    Çeviri edincinin diğer alt edinçleri yanında iki dil edinci temel nitelik taşımaktadır. Diğer bir deyişle, yetersiz iki dil edincine sahip bireylerin çeviri edincinin (araştırma, kültür, konu, aktarım ve metin) alt edinçlerine ilişkin eğitimden beklenen faydayı sağlaması beklenemez. Bu çerçevede, öğretmen, edebiyat uzmanı ve çevirmen yetiştiren programlarla herhangi bir kursta Fransızca öğrenen bireylerin çeviri edinçlerinin karşılaştırılmasından elde edilen veriler bu düşünceyi güçlendirmektedir. Nitekim bu çalışmada, teknik nitelikli bir metin sözü edilen programlarda Fransızca öğrenen öğrencilere çevirtilerek birimsel denklik, dilbilgisel doğruluk, kullanılabilirlik, yerindelik ve erişilebilirlik ölçütleri çerçevesinde değerlendirilmiş ve daha fazla çeviri yapan öğrencilerle, diğer öğrencilerin çeviri edimlerinde farklılık olup olmadığı sorusunun yanıtı aranmıştır. Elde edilen sonuçlar, daha fazla çeviri yapan öğrenciler lehine belirgin bir üstünlükten söz edilemeyeceğini göstermektedir. Sonuçlar ayrıca, çeviri edincinin gelişmişliği ile sınıf düzeyi arasında doğrudan bir ilişki olmayabileceğini ortaya koymaktadır. Belge incelemesi yöntemi ile 201 öğrenciden elde edilen verilerin kullanıldığı araştırma sonuçları çevirmen eğitiminin öğrenenlerin A dili ve B dili ile ilişkisi çerçevesinde belirlenen ihtiyaçları doğrultusunda tasarlanması gereğini açıkça ortaya koymaktadır
  • No Thumbnail Available
    Item
    Yabancı dil öğretiminde söz edimleri
    (Sosyal Bilimler Enstitüsü, 2010) Polat, Yusuf; Uzun, Nadir Engin; Dilbilimi
    In the first chapter of the thesis, theoretical and applied literature review was done in pragmatics, speech acts and communicative competence. With this aim; resources in Turkish, French, English, Common European Framework and ?Niveau-Seuil?, a speech act inventory used as a basic resource book of French course book writers for second language learners, were studied and the data obtained is presented in the first and second chapters of the thesis.In the second chapter of the research; Turkish,French and English course boks were examined in the light of the 8 research questions to determine the teaching approaches in the aspects of making requests and offers, accepting and refusing offers and asking for permission. In the third chapter, 42 foreign students using Hitit 1,2 and 3 as the course book to learn Turkish and 90 Turkish students using Taxi! 1, 2, 3 and Le Nouvel Espaces 3 as the course book to learn French were given the speech completion test including 22 contexts to assess the speech act (making requests and offers, accepting and refusing offers and asking for permission) production levels. A database was conducted as a result of the speech act examples gathered. The speech act productions of the students learning Turkish as a second language were compared to the responses of both native Turkish speakers and the speakers of Frenach as a second language, and this way the success and failure of the students in using speech acts were assesed and moreover the correlation between the course books and the result obtained was tried to be determined. Under the light of these results and the examples in the literature, two distinct models named ?integrated? and ?separated? speech acts were suggested to be used in the field of teaching of Turkish as a second language. Furthermeore, a database of the speech acts to be included in the course books and a checklist to verify the stystemacity of teaching speech acts were suggested. It is thought that the studies will be useful for both the course book and research developers and the teachers of Turkish as a second language.As a result of the data obtained, it is found out that the course books used to teach the languages as second languages do not follow a systematic approach to teach speech acts. Moreover, it is ssen that the advanced learners of Turkish and French have difficulty in the production of speech acts examined in this study. The data on both aspects indicate that systematic approaches are needed to teach pragmatic components and speech acts in teaching of Turkish as a second language. It is thought that tis very study will provide necessary data to meet the aforementioned need.