Author :
Abstract
Ilkogretim Tiirkge ders kitaplarmda halk şiiri ornekleri yer
almamaktadir. Bu sebeple Tiirkge egitiminde, halk §iirimizin gucunden
yararlamlamamaktadir. Türkçe egitiminde halk şiiri omekleri, sadelik ve
lirizm giicii yonunden ogrencilerin sevebilecekleri omeklerdir. Bu §iirler
sayesinde ogrencilere ana dilin tumleşik dil becerileri kazandinlabilir. Fakat
halk §iirimizin bu giiglii omeklerinin aşagida taranan ders kitaplarmda yer
almamasi biiyuk bir eksikliktir.
Sozciiklerin fonetik ve semantik yonlerinin birbirleriyle ili§kisi, ses
ozelliklerinin anlamin oluşmasina ve duyguya etkisinin ortaya gikanlmasi
amaglanmi§tir. Lirizm yonii giiglii olan halk şiir omekleri ile ogrenciler
kar§ila§tirilarak, onlann tiimle^ik dil becerileri geliştirilebilir. Bunu yaparken
egitimde yeniden yapilandirma yakla§imma uygun olarak fonetik-semantik
ili§kili §iir inceleme yontemi ve betimsel yontem kullamlmi^tir. Bu yontem,
ses degerlerine dikkat gekerek, şairlerin dil becerilerini on plana gikararak,
ogrencilerin algi seviyesini arttirmasi, gagn^im diinyasma katkida bulunmasi
agismdan faydali bir yontemdir. Segilmi§ şiirdeki sozciikler ve sozciik
gruplari fonetik-semantik ili§kili olarak incelenmi§tir. Fonetik agidan
incelemede puanlama tablosu esas alinmi§tir. Semantik agidan incelemede
kavramla§tirmalar ve §iirlerdeki duygu aktarimimn §iirlerin puanlan iizerine
etkilerine bakilnn§tir. Daha sonra elde edilen verilerle sonuglara ulaşilmiştir.
Incelenen halk §iiri omeklerinin lirizm yoniinden giiglii §iirler oldugu, bu
yonuyle ogrencileri duygu olarak sardigi ve dil becerilerini geli§tirdigi
gorulmii^tiir. Türkçe egitiminde halk §iinmizin guciinden yararlanmak,
§airlerin ses degeri fazla olan kelime tercihlerine dikkat gekmek, ogrencilerin
dil becerilerinin geli§mesine katkida bulunmuştur.
Keywords
Abstract
It is very considerable that the students make the applied studies
related with the phonetics-semantics in the poems in order to express the
feelings correctly. If the students can perceive the relationship between the
phonetics and semantics, they can get the real sense of the atmosphere of the
poems and recite them truly. In the Traditional Poetry Teaching, the students
used to be asked to find out the literary arts in the poem and to make the
comments and explanations of the poems. Yet, the students should have some
studies on phonetic-semantic relationship suitable for the constructive
approach so that the students can perceive the poems joyfully. The students
realize the contributions of the phonetics and the value of the sound to the
rhythm, music and the meaning of the poem in the poetry teaching related to
phonetics and semantics. So thay can perceive the feelings of the poet and
appropriate and enjoy the poems. If the poems are not appropriated, they
have no meanings in the students’ minds and can easily be forgotten.
Therefore, teaching the relationship between phonetics and semantics is very
crucial in Turkish and Turkish Literature Classes. The pre-service teachers
educated through the method of phonetics-semantics relationship poetry
analysis have been observed to comprehend the contribution of sound
characteristics to the meaning of a poem and feelings conveyed by the poem
more easily and they can reflect this understanding in their own readings as
they have learned how to read a poem by listening to expert reading and
watching its characteristics. In this method, one can calculate the score taken
by words according to the score table of the words and determine the
contribution of this score to sound-meaning relationship, in this way, the preservice teachers can read the words in the poem in compliance with their
meanings. As a result, the pre-service teachers trained by means of the
method of phonetics-semantics relationship poetry analysis were able to
comprehend the contribution of the acoustic values to the meaning of the
poem and in this way they were able to read the poem in such a way as to
reflect the feelings induced by the poem. The pre-service teachers educated
in this way will be able to read to poems to primary school students in a
proper way. And this is of great importance to provide students with the
correct model.
