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JAPONCA ÖĞRENEN TÜRK ÖĞRENCİLERİN JAPONCA RİCA İFADELERİNİ KULLANIM ÖZELLİKLERİ

THE USE OF REQUEST EXPRESSIONS BY TURKISH LEARNERS OF JAPANESE

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2007

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
This study investigates the use of Japanese request expressions by Turkish learners of Japanese (TLJ). Data were collected through discourse completion test (DCT) making use of two different situations. 82 undergraduate students, studying at the Department of Japanese Language Teaching, Faculty of Education, Çanakkale Onsekiz Mart University and whose ages range from 18 to 27 years old, participated in the DCT. Since they consist of 1st, 2nd, 3rd and 4th year students, their Japanese proficiency can be characterized as lower intermediate to advanced. Error analysis was applied to analyze data. The incorrect and inappropriate expressions were classified as <L> lexical errors, <G>grammatical errors, <Sl>lexico semantic errors, <Sg> grammatical semantic errors and <P> pragmatic failures. As a result, it was found that although TLJ made some lexical and grammatical errors, they are capable of requesting from their teachers in Japanese. However, they are unable to request from their close friends appropriately due to pragmatic failure. In conclusion, it is argued that the results are closely related with learning contexts and textbook contents. Overall, this study puts forward some suggestions to enrich the use of Japanese request expressions by TLJ.
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Abstract (Original Language): 
Bu çalısmada, Japonca ögrenen Türk ögrencilerin iki farklı baglamdaki Japonca rica ifadelerini kullanım özellikleri incelenmektedir. Veriler, metin tamamlama testi (DCT) yöntemiyle, yasları 18-27 arasında degisen, Çanakkale Onsekiz Mart Üniversitesi Egitim Fakültesi Japon Dili Egıtitimi Ana Bilim Dalı’nda ögrenim görmekte olan 82 ögrenciden toplanmıstır. Çalısmaya 1.sınıf, 2.sınıf, 3.sınıf ve 4.sınıf ögrencileri katıldıgından dolayı, Japonca yeterlilik seviyeleri düsük orta seviyeden ileri seviyeye kadar degisiklik göstermektedir.Veriler, hata analizi yöntemiyle, sözcüksel hatalar <L>, dilbilgisel hatalar <G>, sözcüge baglı anlamsal hatalar <Sl>, dilbilgisine baglı anlamsal hatalar <Sg> ve edimbilimsel basarısızlık <P> olarak bes bölümde incelenmistir. Arastırma sonucunda, Japonca ögrenen Türk ögrencilerin(TLJ), sözcüksel ve dilbilgisel hatalara karsın ögretmenlerinden uygun biçimde ricada bulunabilirken, edimbilimsel basarısızlık nedeniyle yakın arkadaslarına karsı uygun rica ifadelerini kullanamadıkları gözlemlenmistir. Tartısma bölümünde elde edilen sonuçların, ögrenme ortamı ve ders kitabıyla iliskili olabilecegi görüsü ileri sürülmüs, öneriler bölümünde ise, Japonca ögrenen Türk ögrencilerin farklı durumlardaki Japonca rica ifadelerini kullanımlarını gelistirmek için somut öneriler getirilmeye çalısılmıstır.
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Textbooks:
Minna no Nihongo Honsatsu I (1998). 3A Corporation (Ed), Tokyo: 3A
Minna no Nihongo Honsatsu II (1998). 3A Corporation (Ed), Tokyo: 3A

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