Yabancı Dil Olarak Farsça Öğrenen Türk Öğrenicilerin Yazılı Anlatım Hataları: Sözlüksel-Anlamsal Hatalar
Ümit GedikBu araştırmanın amacı; yabancı dil olarak Farsça öğrenen Türk öğrenicilerin sözlüksel ve anlamsal yazılı anlatım hatalarını hata çözümlemesi yöntemine göre değerlendirmek, hata oranları dağılımına ilişkin frekans ve yüzde dağılımlarını belirlemek ve elde edilen veriler ve hata yığılımları doğrultusunda yabancı dil olarak Farsça öğretimi için uygun önerilerde bulunmaktır. Araştırmada, betimsel tarama modeline uygun biçimde taranan veriler, nitel araştırma yöntemlerinden içerik analizi tekniği kullanılarak çözümlenmiştir. Araştırmanın çalışma grubunu, tamamının anadilleri Türkçe olan Ankara Üniversitesi Dil ve Tarih-Coğrafya Fakültesi Doğu Dilleri ve Edebiyatları Bölümü, Fars Dili ve Edebiyatı Anabilim Dalı’nda öğrenim gören 58 kadın, 23 erkek toplam 81 öğrenici oluşturmuştur. Araştırmanın verileri, öğrenicilerin 2017-2018 Eğitim-Öğretim yılının güz ve bahar dönemlerindeki yazılı anlatımlarına veri oluşturan çeşitli derslerinin ara sınav ve yarıyıl sonu sınavları ve öğreticiler tarafından ders dönemlerinde öğrenicilere vermiş oldukları ödevlerden elde edilmiştir. Elde edilen bu veriler, sözlüksel-anlamsal hatalar grubu altında sınıflandırılmış ve çözümlenmiştir. Yapılan çözümlemeler sonucunda, yabancı dil olarak Farsça öğrenen Türk öğrenicilerin sözlüksel-anlamsal hata grubunda yer alan yazılı anlatımlarında toplam 85 hata tespit edilmiştir. Dağılımları dikkate alındığında, bu hataların 56 hata frekansı ve %66’lık oranla diliçi ya da gelişimsel hatalar, 29 hata frekansı ve %34’lük oranla dillerarası aktarım, Türkçe sözcük seçimi hataları olduğu saptanmıştır. Araştırmadan elde edilen bu nicel sonuçlar doğrultusunda yabancı dil olarak Farsça öğrenen Türk öğrenicilerin yazılı anlatım becerilerindeki sözlüksel-anlamsal hataların en aza indirilebilmesi adına çözüm önerilerinde bulunulmuştur.
Written Expression Errors of Turkish Students Studying Persian as a Foreign Language: Lexico-Semantic Errors
Ümit GedikThis study aimed to evaluate the written expression inaccuracies of Turkish learners studying Persian as a foreign language. Employing error analysis, this research attempted to determine the frequency and percentage distributions of error rates and make practical suggestions for teaching Persian as a foreign language in accordance with the obtained data and error heaps. A descriptive survey model was adopted, and data scanning was carried out via qualitative content analysis. The research sample consisted of 81 Turkish students, 58 female and 23 male studying at Ankara University, Faculty of Languages, History and Geography and Department of Oriental Languages and Literatures, Department of Persian Language and Literature. Data were obtained from the learners midterm and final examinations and assignments given by their instructors during the fall and spring semesters of the academic year 2017-18. The obtained data were classified into one basic error group according to their characteristics and analyzed under the headings of lexico-semantic errors. A total of 85 errors were identified in the participants’ written expressions, 56 which were intralingual errors 66% and 29 were interlingual and Turkish word selection errors 34%. In line with these results solutions were suggested to minimize the mistakes in written expression committed by Turkish learners.
The current expansion of international relations has required nations to communicate in their native languages as well as learn the languages of other countries. In Turkey, Persian has been a source of interest in education and various fields, such as history, literature, and religion, for several years. The importance of such a situation is currently immense in terms of developing relations with a geography previously dominated by the Persian language and countries where it is spoken as a mother tongue.
Despite the significance of Persian in Turkey, a realistic solution has yet to be devised to address the problems and difficulties encountered while teaching Persian as a foreign language in the country. Hence, one cannot deny the need for a curriculum supported by scientific research and contemporary teaching methods and techniques in teaching Persian as a foreign language as well as for educational materials for Turkish learners of Persian.
During their learning process, Turkish learners studying Persian as a foreign language commit various error strings regarding the Persian language structure. Their difficulties while learning Persian have both similarities and differences in terms of linguistic features. Therefore, Persian teachers must develop specific teaching methods and prepare materials that are specific to these learners. In addition, teachers must consider these students’ difficulties in their Persian learning process. Teachers must also be able to predict the kind of difficulties and mistakes. That could be committed by Turkish learners studying Persian as a foreign language and improve the efficiency of their teaching process for these students.
However, no studies have been conducted on teaching Persian as a foreign language in Turkey. Therefore, this study’s purpose, which is to evaluate the written expression errors of Turkish students learning Persian as a foreign language via error analysis, will be crucial in advancing the Persian language. This study will also serve as a teaching and learning resource for teachers and learners of this language, respectively.
As mentioned above, Turkish learners encounter several difficulties during their education process, from which various problems emerge. One such issue entails errors in written expressions. This study aimed to determine Turkish learners’ lexico-semantic errors and suggest appropriate solutions in line with the obtained data. Data were scanned in accordance with the descriptive survey model and examined using qualitative content analysis. The study sample consisted of 81 Turkish students (58 female and 23 male) studying at Ankara University’s Faculty of Languages, History, and Geography; Department of Oriental Languages and Literatures; and Department of Persian Language and Literature. This study assumed that these learners have already learned Persian sentence structures and grammatical forms and have taken examinations and written essays during the lessons based on their acquired knowledge. The study was conducted in the fall and spring semesters of the 2017–18 academic year, over a period of 14 + 14 weeks. Data collection tools were limited to FAR119 Persian Grammar I (Basic Level), FAR115 Dictation and Written Expression, FAR201 Persian Grammar III (Advanced), FAR215 Turkish to Persian Translation, FAR413 Composition, FAR102 Persian Grammar II (Intermediate Level), FAR116 Translation of Persian to Turkish Language, FAR11t Translation of Turkish to Persian Language, and FAR214 Persian Composition courses, as well as the midterm and final examinations and homework given by instructors during this period. In addition, personal information forms were used to determine the learners’ demographic characteristics.
The results detected a total of 85 errors under the lexico-semantic category. The data further showed 56 linguistic or developmental errors (66%), which is more than the 29-interlanguage transmission/Turkish word selection errors (34%). Turkish word selection errors emerged because the learners did not know the necessary Persian lexicon for their written expressions and instead used Turkish words. Hence, Turkish learners studying Persian as a foreign language committed negative-transfer errors in their written expressions. These learners showed an insufficient command of words in the Persian lexicon and inadequate vocabulary.
Overall, Turkish students learning Persian as a foreign language face difficulty in written expressions and commit simple mistakes in their compliance with their language levels. Thus, for the lexico-semantic error group, subtleties in the meanings of Persian words would need to be considered, and the methods for word teaching need to be reviewed. This means that more efficient teaching methods in the Persian language learning process need to be prioritized.
