Çince ve Türkçe Edatların Karşılaştırılması ve Öğretim Stratejileri
Lihua Li, Fatma Ecem CeylanBu çalışma, Çince edatlar ile Türkçe edatlar arasındaki ilişkiye odaklanarak karşılaştırmalı bir analiz sunmakta ve Çince edatların öğretimi üzerine stratejiler öne sürmektedir. Çalışmanın ilk bölümünde Çince ve Türkçe edatlar arasındaki farklılıklar incelenmiştir. İkinci bölümde, Liu Yuehua’nın Modern Çince Sözcük Sınıflandırması’na göre, her bir Çince edatın Türkçe karşılığı olan edatlar veya ekler liste olarak verilmiştir. Üçüncü bölümde, Çince edatların Türkçe karşılıkları ile örnekler gösterilmiştir. Çalışmanın son bölümünde ise Çince edatların öğretim stratejileri üzerinde durulmuştur. Çalışmada, Çince edatların karmaşıklığından ve Türkçenin kendine has özelliklerinden dolayı Türkçede Çince edatlara karşılık gelen kapalı kümelerin olmadığı ve Çince edatların Türkçede daha karmaşık bir yapıya sahip olduğu gözlenmiştir. Öğretim sürecinde, özellikle başlangıç seviyesindeki Türk öğrencilere Çince öğretirken, öğretmenler öğrencilerin “edat” kavramını ve ana dillerinde edatlara karşılık gelen sözcükleri iyi bir şekilde öğrenmelerini sağlamalı, ayrıca öğrencilerin ana dilini iyi bir şekilde kavrayarak Çince edatları öğretmelidir. Bu sayede, öğretim stratejileri hedefine ulaşacaktır.
A Comparison of Chinese and Turkish Prepositions and the Strategies for Teaching Chinese Prepositions to Native Turkish Speakers
Lihua Li, Fatma Ecem CeylanThis study presents a comparative analysis focusing on the relationship between Chinese and Turkish prepositions and presents the strategies used for teaching Chinese prepositions to native Turkish speakers. The first part of this study examines differences between Chinese and Turkish prepositions. The second part of the study lists Chinese prepositions as classified according to Liu Yuehua’s (2001) classification of modern Chinese words alongside the Turkish equivalents, including affixes and postpositions. The third part of the study uses examples to illustrate Chinese prepositions and their Turkish equivalents. The final part of the study focuses on the teaching strategies used for Chinese prepositions. This study finds that, due to the complexity of Chinese prepositions and the characteristics of Turkish, no closed-class words occur in Turkish or the Turkish equivalents of Chinese prepositions. In addition, Chinese prepositions have much more complex structures in Turkish. When teaching Chinese prepositions, especially when teaching Turkish students with and elementary level of Chinese, teachers should not only help students learn the definitions of Chinese prepositions and their Turkish equivalents but also understand students’ native language. Teaching strategies used in this way will help achieve the goals.
As the desire to learn Chinese increases globally, the number of students who request studying Chinese as a foreign language increases each year in Turkey. Too much research is found on learning and teaching Chinese as a foreign language (CFL) in Europe, the Americas, and the Sinosphere, but due to the lack of research on Chinese as a foreign language (CFL) for Turkish students in Turkey, researchers should do more intensive research in this field.
In terms of Chinese grammar teaching, Chinese and Turkish scholars have done some research, but almost no comparative research has occurred regarding Chinese in the Turkish prepositions. As is well known, Chinese prepositions make up a significant portion of Chinese grammar and are difficult to learn for foreign students, especially so for Turkish students. The reason is that Turkish has no closed-class words for or direct equivalents of Chinese prepositions. Although some Turkish textbooks often use edat [Turkish for preposition/post-positive] to annotate Chinese prepositions, research has found many differences to exist between the meaning of edat in Turkish and Chinese prepositions. This study uses a constructive approach to analyze the differences in how prepositions are used in Chinese and Turkish and has found the Turkish equivalents of most of the prepositions in modern Chinese to be composed of some case affixes, postpositions, or combinations of the two. The second part of the study lists Chinese prepositions as classified according to Liu Yuehua’s (2001) classification of modern Chinese words, alongside their Turkish equivalents that are formed using affixes and/ or postpositions. This table will provide important input to this field for future research. The third part of the study introduces the usages for each Chinese preposition in accordance with the table and lists the Turkish equivalents. The large number of examples used in this study show that, when teaching Chinese prepositions, teachers should understand the students’ native language, compare the students’ primary language to the target language, and guide students in translating these prepositions into their native language correctly. As a result of this analysis, the study finishes with a presentation of teaching strategies according to the characteristics of the Turkish language. The way Chinese prepositions are defined makes learning them difficult for Turkish students studying elementary Chinese. As has been have emphasized previously, Turkish has no closed-class words or direct equivalents for prepositions, unlike Chinese. As such, teachers need to understand more about students’ native language when teaching Chinese prepositions, as well as have an extensive vocabulary of both languages. When teaching Chinese prepositions, teachers should also predict students’ mistakes, provide the Turkish equivalents of these prepositions, and do exercises within a large number of typical contexts in order to understand their usage.
The primary goal of this study is to guide teachers who teach Chinese as a foreign language. This study focuses on the strategies used for teaching Chinese prepositions to Turkish students from the perspective of these teachers as a starting point and then compares the differences between Chinese and Turkish prepositions. This study may additionally serve as a guide for future researchers to use as a reference as well as a contribution to studies on Chinese in Turkey.
