ARAPÇA-TÜRKÇE İZAFET TERKİBİ VE TÜRKÇE ÖRNEĞİNDE DİL ÖĞRETİMİNDE KARŞILAŞILAN ZORLUKLARI

Abstract

İnsanların asırlardır iletişim kurma aracı olan dil hiç şüphesiz bir takım kurallara sahiptir. Bu kurallar dillerin yapısına göre şekillenmektedir. Bir insanın yabancı bir dili öğrenebilmesi kişinin ana dilini ne kadar iyi bildiği ile doğru orantılıdır. Ana dilinin kural ve kavramlarını iyi kavramış bir kişi bu kural ve kavramları yabancı bir dilin kural ve kavramlarıyla karşılaştırarak bu dil ile daha kolay bağlantı kurabilir ve bu sayede bu yabancı dili daha kolay öğrenebilir. Günümüzde dil öğretiminde kolaylık sağlamak amacı ile birtakım metotlar geliştirilmişse de Arapça öğreniminde zorluklar yaşanmaya devam etmektedir. Arapça, dil eğitiminde dilbilgisi kurallarına dikkat edilmesi gereken bir yapıya sahiptir. Çünkü Arapça bir kelimede yapılan küçük bir ses değişimi anlam ve ifade farkına neden olabilmektedir. Türkçe ve Arapça arasındaki etkileşim azımsanmayacak kadar çok olsa da, günümüzde bir Türk öğrenci Arapça öğrenirken zorluk çekmektedir. Bunun temel nedeninin iki dil arasındaki yapı farklılığı olduğu kanaati taşınmaktadır. Bu sebeple bir dilbilgisi konusu olan "isim tamlaması" bağlamında bahsettiğimiz öğrenim zorluğuna bir örnek vermeyi düşündük. Çalışmamızda öncelikle Türkçe ve Arapçadaki İsim Tamlamalarının yapılarına değinilmiştir. İsim tamlaması konusu iki dilde karşılaştırmalı olarak ele alınmıştır. İki dil arasında isim tamlamaları yönünde benzerlikler ve farklılıklar verilmiştir. Çalışmamızda özellikle Türkiye'de Arapça öğrenim gören bir öğrencinin öğrenimini kolaylaştırma, iki dil arasındaki farkı isim tamlaması örneğinde anlaması hedef alınmıştır

Language which is a communication instrument has certain rules. These rules are formed according to the structures of language. Learning a foreign language is directly proportionate to know his or her mother tongue well. Someone who knows his or her mother tongue well can make combination to the foreign language and it helps him or her to learn the foreign language easily. Although there are many methods about learning foreign language, people whose mother tongue is Turkish have difficulties in learning Arabic language. In Arabic language structure it is important to pay attention to grammar rules in language education because a little phonetic change can cause different meanings. Although Arabic and Turkish have similarities, today Turkish students can have difficulties in learning Arabic. The reason of this is the differences of language structures. In terms of this aspect noun phrase can be an example of it. In our study we first examine the structures of noun phrase in both languages. Noun phrase are examined comparatively in both two languages. The differences and similarities of noun phrase are given between two languages. In our study we target to simplification of a student’s Arabic learning process and the understanding of differences of two languages in terms of noun phrase Language which is a communication instrument has certain rules. These rules are formed according to the structures of language. This language structure affects thinking system and accordingly it affects thinking culture. Language of humans is the culture of them. What you have in your language is same as your culture. People want to communicate with each other and knowing others language makes it possible. This needy tendency processes. Learning a foreign language is directly proportionate to know his or her mother tongue well. Someone who has a command of his or her mother tongue learns foreign language easily. Although there are many methods about learning foreign language, people whose mother tongue is Turkish have difficulties in learning Arabic language. Arabic isn’t a difficult language to learn. Human communication ability is the indication of this. The thing to be done is to choose right method and use appropriate equipment because learning isn’t a difficult process. That’s why it is enough to distinguish the situation that affects education and makes he process easier. People’s, whose mother tongue is Turkish, two main failure reasons should be considered. One of them is people don’t consider Arabic as a foreign language and the other one is Arabic and Turkish has intense words similarities. Teach Arabic with motion makes this process more difficult. At the end of this education which remain in the theory, although all language structures are known can’t help usage of language. Arabic is a different language. Even though Arabic and Turkish have interaction, people have difficulties to learn Arabic. Therefore, disciplined specific programme which appropriate to both language is needed. It is important that people whose mother tongue is Turkish should consider Arabic as a foreign language and choose an education programme according to it. People whose mother tongue is Arabic has difficulties in learning Turkish or vice versa. Because what is Arabic for Turkish is same as what is Turkish for Arabic. Specific programme also should be formed for people whose mother tongue is Arabic and learn Turkish. In this study, the structural differences in Turkish and Arabic considered as a noun phrase. For example, the relations of words, nouns and phrases are in different aspect. One of them aspect is defining and other is defined. Even this aspect looks like it is same, there are many main differences. One of them these differences is in Turkish structured elements came before the structured elements or helper elements came before main elements. This rule is vice versa in Arabic. For example, in Turkish defining came before defined in noun phrase and defined element takes possessive suffix. In Arabic defined came from and doesn’t takes any suffix. There are other differences in noun phrase between Turkish and Arabic like the difficulties in language logic. In Arabic the order of words is basis. In these order verbs are at the beginning in Turkish. This is the most important difficulties that faced in education process. The other differences are Turkish is agglutinative language and Arabic is inflected language. There is controversy between affix and order. Words protects their roots rather than Arabic. In Arabic verb inflection, tenses and affix are different. The language structures are different from each other. Rules names are different. According to the differences comparison is possible in education. Same language rules are in the one language while same of them are in both language. Arabic and Turkish noun phrase have similarities in terms of meaning while have differences in terms of structural aspects and it is normal. The main reason of this differences is the two languages came from different language family and have different structures. For example, Turkish noun phrase begin with defining and continue with defined. The affixes are fixed in terms of grammar rules. In Arabic defined is at the beginning and affix is different according to the location in the sentence. In this study, noun phrase is examined comparatively and explained with examples. Arabic noun phrase has more function than Turkish noun phrase. Manevi izafet types are same as Turkish noun phrase. Lafzı izafet correspond to adjective clause and although proper nouns can’t be defining in Arabic, in Turkish phrase it can be used. Because of this difference it is normal to face some difficulties in learning Arabic for Turkish natives. İndicating these differences between two languages, we hope that these determinations can help to people who learns Arabic. The other difficulties in learning Arabic is the aim of teaching Arabic and the equipment that used. Arabic is more about to read and understand the holy texts. These texts are far from Daily language. For this reason, Arabic education fails to satisfy. Noun phrase is examined in this study with regard to these aspects. After examine the noun phrase generally we talk about definite and indefinite noun phrase. Noun phrase in Turkish and Arabic explained separately with examples. Both differences and similarities of two language is examined. At the result of this study, the difficulties of learning Arabic are mentioned.