Adige dili öğreniminde ileri düzey (C1) öğretim programı
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Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada dünya üzerinde konuşulmakta olan dillerden biri olmakla birlikte yok olma tehlikesi ile karşı karşıya bulunan, Türkiye'de yaşayan toplumsal gruplardan biri olan Adıge toplumunun anadili "Adıge dilinin öğrenimi ve öğretimi konusunda ileri düzey bir öğretim programı nasıl olabilir?" sorusuna cevap aranmıştır. Bu soruya somut bir cevap olarak hazırlanan tez çalışmasının Diller İçin Avrupa Ortak Öneriler Çerçevesi kriterlerine uygun olması amaçlanmıştır. ?EFR'in okuma, yazma, dinleme ve konuşma şeklindeki dört temel dil becerisi kriterine uygun olarak gerçekleştirilmiş olmasından ötürü önemli olduğu düşünülen tez çalışması, Çerçeve'nin karşılaştırılabilir standartları üzerine tarama modeli ve bu alanda hazırlanmış dil öğretim programlarına uyuşum ve benzeşim modeli ile hazırlanmıştır. Bu çalışma, Kafkasya'nın batı bölgesinde ve diasporada konuşulan Kafkas Dilleri grubunda yer alan, Adıgey Cumhuriyetinin resmî dili Adıgece okuma, yazma, dinleme ve konuşmada yetkin bir seviyeye ulaşımı sağlamaya yönelik sekiz ayrı ünitede işlenmiş olup Adıge dili, edebiyatı, toplumunu anlatan metinler ve metinlere dair farklı soru seçenekleri üzerine inşa edilmiştir. Adıgece temel dilbilgisi kurallarının hatırlatılması, metinlere dair boşluk doldurma, uygun cümleleri bir araya getirerek paragraf oluşturma, kelimelerle yeni cümleler oluşturma, dağınık şekilde verilen kelimelerin uygun şekilde birleştirilmesi gibi farklı alıştırmalara, bunlarla edinilen kazanımlara yer verilerek, dil öğretim tekniklerinden seçmeci yöntem ile eylem odaklı yaklaşım üzere yürütülmüş olan çalışma, ilave metinler ve soru çeşitleri ile genişletilmeye açık bir dil öğretim programıdır.
In this study, the answer to the question "How can an advanced curriculum on the learning and teaching of the Adyghe language be" about the mother tongue of the Adyghe community -one of the social groups living in Turkey- which is one of the languages spoken in the world, but is in danger of extinction, has been sought. As a concrete answer to this question, the thesis study is intended to be by the criteria of the Common European Framework of Reference for Languages. The thesis study, which is considered to be important because it has been carried out in accordance with the four basic language skills criteria of ?EFR as reading, writing, listening, and speaking, has been prepared with the scanning, congruence, and analogy models to the language teaching programs prepared in this field of the Framework. This study has been revealed in eight separate units aimed at reaching a competent level in reading, writing, listening, and speaking in Adygea, the official language of the Republic of Adygea, which is in the Caucasian Languages group spoken in the western region of the Caucasus and the diaspora, and is built on texts describing the language, literature, and society of Adygea and different options of questions about these texts. The study was carried out with the selective method and action-oriented approach of language teaching techniques by giving place to different exercises such as reminding the basic grammatical rules of Adyghe language, filling gaps in texts, creating paragraphs by combining appropriate sentences, creating new sentences with words, combining scattered words properly and by giving place to the learning outcomes gained from these exercises. Furthermore, it is a language teaching program that can be expanded with additional texts and question types.
In this study, the answer to the question "How can an advanced curriculum on the learning and teaching of the Adyghe language be" about the mother tongue of the Adyghe community -one of the social groups living in Turkey- which is one of the languages spoken in the world, but is in danger of extinction, has been sought. As a concrete answer to this question, the thesis study is intended to be by the criteria of the Common European Framework of Reference for Languages. The thesis study, which is considered to be important because it has been carried out in accordance with the four basic language skills criteria of ?EFR as reading, writing, listening, and speaking, has been prepared with the scanning, congruence, and analogy models to the language teaching programs prepared in this field of the Framework. This study has been revealed in eight separate units aimed at reaching a competent level in reading, writing, listening, and speaking in Adygea, the official language of the Republic of Adygea, which is in the Caucasian Languages group spoken in the western region of the Caucasus and the diaspora, and is built on texts describing the language, literature, and society of Adygea and different options of questions about these texts. The study was carried out with the selective method and action-oriented approach of language teaching techniques by giving place to different exercises such as reminding the basic grammatical rules of Adyghe language, filling gaps in texts, creating paragraphs by combining appropriate sentences, creating new sentences with words, combining scattered words properly and by giving place to the learning outcomes gained from these exercises. Furthermore, it is a language teaching program that can be expanded with additional texts and question types.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Anadil, Adıge Dili/Adıgece, Kafkasya, Diaspora, CEFR C1., Mother tongue, Adyghe language, Caucasus, Diaspora, CEFR C1. ?? I???I???? ?????? ??? ?????? ?????? ????? ??????? ?I??????? ??????? ??I??, ??????? ?? ????????? ?????? ????? ???????? ???????????? ????????? ??????? ??????I???? ?????? ????????? ????????? ????? ????I??? ???I?? ??????? ????????????. ?? ???I?? ??????? ?????? ??? ???????????I? ????????? ????????? ?????? ?????????? ????? ??I????. CEFR-? ??? ??????I?????I? ?????, ????, ???I?? ??I? ????I?? ????I??? I???? ?????I???I?? ???????, ?? ?????????? ????? ????I? ?????????????? ?????I ?????? ????????? ???????????? ????????? ??????????????. ?? ???????? ????? ?????????????? ????? ?????????, ????? ???????????, ????? ???????? ?????I??????, ??????????I??? ????????? ??????? ???????????. ?? ???????? ??????????????: ????????? ???????????? ?????? ????I??????????? ????I?????????? ???????I??; ????I???????? ????I???? ????I???? ??????? ????????????; ????I??????? ????????? ??????? ????????????; ????? ????????????? ???????? ???????I?? ??????????? ???. ?? ??????I?? ???????????? ???I??I????? ??? ?I????????? ????????I?, ???????I?, ???I?????I? ????I?????I? ????????????. ????I? I???I???????: ??????????, ???????, ??????, ???????, ?????????, ?EFR C1.
